SUMMER INDEPENDENT PACKET READING, WRITING, & MATHEMATICS
What does it take to be successful? "The Wright Brothers: Air Pioneers" by C.H. Claudy is in the public SIXTH GRADE
1 Dear Parents, I hope that you are well and safe. The Richland School District appreciates your continued support in helping to educate your children at home due to physical school closures. This Summer Supplement includes daily assignments for your child to complete during the summer. Please provide time for your child to read, write and work on mathematics concepts daily. It is also important for your child to participate in physical education activities. During the summer months, in addition to this optional packet your child will be able to continue to use their school chromebook to access on line resources to practice their skills, read books and take AR quizzes. You are also able to download the BouncePages app on your phone or ipad to watch videos to preview the math concepts included in this packet for your child. Have a wonderful summer and stay safe!
Richland School District Educational Services ************************************************************************************************** Queridos padres, Espero que estés bien y seguro. El Distrito Escolar de Richland agradece su continuo apoyo para ayudar a educar a sus hijos en casa debido al cierre de escuelas. Este suplemento para el verano incluye tareas diarias para que su hijo(a) complete durante el verano. Proporcione tiempo para que su hijo lea, escriba y trabaje diariamente en conceptos de matemáticas. También es importante que su hijo(a) participe en actividades de educación física. Durante los meses de verano, adicionalmente aparte de este suplemento opcional su hijo(a) podrá seguir usando su chromebook de la escuela para acceder a recursos en línea para practicar sus habilidades, leer libros y tomar exámenes AR. También puede descargar la aplicación BouncePages en su teléfono o ipad para ver videos y obtener una vista previa de los conceptos matemáticos incluidos en este paquete para su hijo(a). ¡Que tengas un verano maravilloso y mantente a salvo!
Servicios Educativos del Distrito Escolar de Richland
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President Obama’s National Address to America’s School Children A Quick Note about Getting Better at Difficult Things Malala Yousafzai: A Normal Yet Powerful Girl George Washington Carver The Wright Brothers: Air Pioneers Joan of Arc: France’s Young Tragic Hero Name: Class: President Obama’s National Address to America’s Schoolchildren By President Barack Obama 2009 President Barack Obama addressed students across America from Wakefield High School to discuss the importance of education. While President Obama discussed the roles of parents, teachers, and the government, he explains the role of students in the education system. As you read, take notes on why President Obama believes education is important in America. Mientras lees, toma nota de por qué el presidente Obama cree que la educación es importante en Estados Unidos. [1] Hello, everybody! Thank you. Thank you. Thank you, everybody. All right, everybody go ahead and have a seat. How is everybody doing today? How about Tim Spicer?1 I am here with students at Wakefield High School in Arlington, Virginia. And we’ve got students tuning in from all across America, from kindergarten through 12th grade. And I am just so glad that all could join us today. And I want to thank Wakefield for being such an outstanding host. Give yourselves a big round of applause. I know that for many of you, today is the first day "P101909PS-0253" by Pete Souza is in the public domain. of school. And for those of you in kindergarten, or starting middle or high school, it’s your first day in a new school, so it’s understandable if you’re a little nervous. I imagine there are some seniors out there who are feeling pretty good right now with just one more year to go. And no matter what grade you’re in, some of you are probably wishing it were still summer and you could’ve stayed in bed just a little bit longer this morning. I know that feeling. When I was young, my family lived overseas. I lived in Indonesia for a few years. And my mother, she didn’t have the money to send me where all the American kids went to school, but she thought it was important for me to keep up with an American education. So she decided to teach me extra lessons herself, Monday through Friday. But because she had to go to work, the only time she could do it was at 4:30 in the morning. Now, as you might imagine, I wasn’t too happy about getting up that early. And a lot of times, I’d fall asleep right there at the kitchen table. But whenever I’d complain, my mother would just give me one of those looks and she’d say, “This is no picnic for me either, buster.” [5] So I know that some of you are still adjusting to being back at school. But I’m here today because I have something important to discuss with you. I’m here because I want to talk with you about your education and what’s expected of all of you in this new school year. Now, I’ve given a lot of speeches about education. And I’ve talked about responsibility a lot. 1. The Wakefield High School student who introduced President Obama 12 1 I’ve talked about teachers’ responsibility for inspiring students and pushing you to learn. I’ve talked about your parents’ responsibility for making sure you stay on track, and you get your homework done, and don’t spend every waking hour in front of the TV or with the Xbox. I’ve talked a lot about your government’s responsibility for setting high standards, and supporting teachers and principals, and turning around schools that aren’t working, where students aren’t getting the opportunities that they deserve. [10] But at the end of the day, we can have the most dedicated teachers, the most supportive parents, the best schools in the world — and none of it will make a difference, none of it will matter unless all of you fulfill your responsibilities, unless you show up to those schools, unless you pay attention to those teachers, unless you listen to your parents and grandparents and other adults and put in the hard work it takes to succeed. That’s what I want to focus on today: the responsibility each of you has for your education. I want to start with the responsibility you have to yourself. Every single one of you has something that you’re good at. Every single one of you has something to offer. And you have a responsibility to yourself to discover what that is. That’s the opportunity an education can provide. Maybe you could be a great writer — maybe even good enough to write a book or articles in a newspaper — but you might not know it until you write that English paper — that English class paper that’s assigned to you. Maybe you could be an innovator2 or an inventor — maybe even good enough to come up with the next iPhone or the new medicine or vaccine — but you might not know it until you do your project for your science class. Maybe you could be a mayor or a senator or a Supreme Court justice — but you might not know that until you join student government or the debate team. And no matter what you want to do with your life, I guarantee that you’ll need an education to do it. You want to be a doctor, or a teacher, or a police officer? You want to be a nurse or an architect, a lawyer or a member of our military? You’re going to need a good education for every single one of those careers. You cannot drop out of school and just drop into a good job. You’ve got to train for it and work for it and learn for it. And this isn’t just important for your own life and your own future. What you make of your education will decide nothing less than the future of this country. The future of America depends on you. What you’re learning in school today will determine whether we as a nation can meet our greatest challenges in the future. [15] You’ll need the knowledge and problem-solving skills you learn in science and math to cure diseases like cancer and AIDS, and to develop new energy technologies and protect our environment. You’ll need the insights and critical-thinking skills you gain in history and social studies to fight poverty and homelessness, crime and discrimination, and make our nation more fair and more free. You’ll need the creativity and ingenuity3 you develop in all your classes to build new companies that will create new jobs and boost our economy. 2. Innovator (noun): a person who introduces new methods, ideas, or products 3. Ingenuity (noun): the quality of being clever, original, and inventive 13 2 We need every single one of you to develop your talents and your skills and your intellect so you can help us old folks solve our most difficult problems. If you don’t do that — if you quit on school — you’re not just quitting on yourself, you’re quitting on your country. Now, I know it’s not always easy to do well in school. I know a lot of you have challenges in your lives right now that can make it hard to focus on your schoolwork. I get it. I know what it’s like. My father left my family when I was two years old, and I was raised by a single mom who had to work and who struggled at times to pay the bills and wasn’t always able to give us the things that other kids had. There were times when I missed having a father in my life. There were times when I was lonely and I felt like I didn’t fit in. So I wasn’t always as focused as I should have been on school, and I did some things I’m not proud of, and I got in more trouble than I should have. And my life could have easily taken a turn for the worse. [20] But I was — I was lucky. I got a lot of second chances, and I had the opportunity to go to college and law school and follow my dreams. My wife, our First Lady Michelle Obama, she has a similar story. Neither of her parents had gone to college, and they didn’t have a lot of money. But they worked hard, and she worked hard, so that she could go to the best schools in this country. Some of you might not have those advantages. Maybe you don’t have adults in your life who give you the support that you need. Maybe someone in your family has lost their job and there’s not enough money to go around. Maybe you live in a neighborhood where you don’t feel safe, or have friends who are pressuring you to do things you know aren’t right. But at the end of the day, the circumstances of your life — what you look like, where you come from, how much money you have, what you’ve got going on at home — none of that is an excuse for neglecting your homework or having a bad attitude in school. That’s no excuse for talking back to your teacher, or cutting class, or dropping out of school. There is no excuse for not trying. Where you are right now doesn’t have to determine where you’ll end up. No one’s written your destiny for you, because here in America, you write your own destiny. You make your own future. That’s what young people like you are doing every day, all across America. [25] Young people like Jazmin Perez, from Roma, Texas. Jazmin didn’t speak English when she first started school. Neither of her parents had gone to college. But she worked hard, earned good grades, and got a scholarship to Brown University — is now in graduate school, studying public health, on her way to becoming Dr. Jazmin Perez. I’m thinking about Andoni Schultz, from Los Altos, California, who’s fought brain cancer since he was three. He’s had to endure all sorts of treatments and surgeries, one of which affected his memory, so it took him much longer — hundreds of extra hours — to do his schoolwork. But he never fell behind. He’s headed to college this fall. 14 3 And then there’s Shantell Steve, from my hometown of Chicago, Illinois. Even when bouncing from foster home to foster home in the toughest neighborhoods in the city, she managed to get a job at a local health care center, start a program to keep young people out of gangs, and she’s on track to graduate high school with honors and go on to college. And Jazmin, Andoni, and Shantell aren’t any different from any of you. They face challenges in their lives just like you do. In some cases they’ve got it a lot worse off than many of you. But they refused to give up. They chose to take responsibility for their lives, for their education, and set goals for themselves. And I expect all of you to do the same. That’s why today I’m calling on each of you to set your own goals for your education — and do everything you can to meet them. Your goal can be something as simple as doing all your homework, paying attention in class, or spending some time each day reading a book. Maybe you’ll decide to get involved in an extracurricular activity or volunteer in your community. Maybe you’ll decide to stand up for kids who are being teased or bullied because of who they are or how they look, because you believe, like I do, that all young people deserve a safe environment to study and learn. Maybe you’ll decide to take better care of yourself so you can be more ready to learn. And along those lines, by the way, I hope all of you are washing your hands a lot, and that you stay home from school when you don’t feel well, so we can keep people from getting the flu this fall and winter. [30] But whatever you resolve to do, I want you to commit to it. I want you to really work at it. I know that sometimes you get that sense from TV that you can be rich and successful without any hard work — that your ticket to success is through rapping or basketball or being a reality TV star. Chances are you’re not going to be any of those things. The truth is, being successful is hard. You won’t love every subject that you study. You won’t click with every teacher that you have. Not every homework assignment will seem completely relevant to your life right at this minute. And you won’t necessarily succeed at everything the first time you try. That’s okay. Some of the most successful people in the world are the ones who’ve had the most failures. J.K. Rowling’s — who wrote Harry Potter — her first Harry Potter book was rejected 12 times before it was finally published. Michael Jordan was cut from his high school basketball team. He lost hundreds of games and missed thousands of shots during his career. But he once said, “I have failed over and over and over again in my life. And that’s why I succeed.” These people succeeded because they understood that you can’t let your failures define you — you have to let your failures teach you. You have to let them show you what to do differently the next time. So if you get into trouble, that doesn’t mean you’re a troublemaker, it means you need to try harder to act right. If you get a bad grade, that doesn’t mean you’re stupid, it just means you need to spend more time studying. [35] No one’s born being good at all things. You become good at things through hard work. You’re not a varsity athlete the first time you play a new sport. You don’t hit every note the first time you sing a song. You’ve got to practice. The same principle applies to your schoolwork. You might have to do a math problem a few times before you get it right. You might have to read something a few times before you understand it. You definitely have to do a few drafts of a paper before it’s good enough to hand in. 15 4 Don’t be afraid to ask questions. Don’t be afraid to ask for help when you need it. I do that every day. Asking for help isn’t a sign of weakness, it’s a sign of strength because it shows you have the courage to admit when you don’t know something, and that then allows you to learn something new. So find an adult that you trust — a parent, a grandparent or teacher, a coach or a counselor — and ask them to help you stay on track to meet your goals. And even when you’re struggling, even when you’re discouraged, and you feel like other people have given up on you, don’t ever give up on yourself, because when you give up on yourself, you give up on your country. The story of America isn’t about people who quit when things got tough. It’s about people who kept going, who tried harder, who loved their country too much to do anything less than their best. It’s the story of students who sat where you sit 250 years ago and went on to wage a revolution, and they founded this nation. Young people. Students who sat where you sit 75 years ago who overcame a Depression and won a world war; who fought for civil rights and put a man on the moon. Students who sat where you sit 20 years ago who founded Google and Twitter and Facebook and changed the way we communicate with each other. [40] So today, I want to ask all of you, what’s your contribution going to be? What problems are you going to solve? What discoveries will you make? What will a President who comes here in 20 or 50 or 100 years say about what all of you did for this country? Now, your families, your teachers, and I are doing everything we can to make sure you have the education you need to answer these questions. I’m working hard to fix up your classrooms and get you the books and the equipment and the computers you need to learn. But you’ve got to do your part, too. So I expect all of you to get serious this year. I expect you to put your best effort into everything you do. I expect great things from each of you. So don’t let us down. Don’t let your family down or your country down. Most of all, don’t let yourself down. Make us all proud. Thank you very much, everybody. God bless you. God bless America. Thank you. “President Obama’s National Address to America’s Schoolchildren” by Barack Obama (2009) is in the public domain. 16 5 Text-Dependent Questions/Preguntas dependientes del texto Directions: For the following questions, choose the best answer or respond in complete sentences. Instrucciones: Para las siguientes preguntas, elija la mejor respuesta o responda en oraciones completas. 1. PART A: Which statement identifies the central idea of the text? A. Teachers should understand that some students come from difficult backgrounds, and teachers should support them more. B. President Obama wants students to focus on education like he did so they will have the knowledge they need to run the country one day. C. By getting a good education, students can avoid repeating the same mistakes their parents made that prevented them from meeting their potential. D. Focusing on education, despite any challenges one may face, is a personal responsibility and the key to the nation’s future success. 2. PART B: Which quote from the text best supports the answer to Part A? A. “I’m here because I want to talk with you about your education and what’s expected of all of you in this new school year.” (Paragraph 5) B. “And this isn’t just important for your own life and your own future. What you make of your education will decide nothing less than the future of this country.” (Paragraph 14) C. “Neither of her parents had gone to college, and they didn’t have a lot of money. But they worked hard, and she worked hard, so that she could go to the best schools” (Paragraph 20) D. “Maybe you don’t have adults in your life who give you the support that you need.” (Paragraph 21) 3. PART A: How does paragraph 29 contribute to the development of ideas in the text? A. It criticizes students for not being more involved in school. B. It suggests actions students can take in school to pursue their future careers. C. It reminds students that their future is at stake if they quit trying in school. D. It encourages students to set goals and take responsibility for their education. 4. PART B: Which detail from the text best supports the answer to Part A? A. “They chose to take responsibility for their lives, for their education, and set goals for themselves. And I expect all of you to do the same.” (Paragraph 28) B. “I hope all of you are washing your hands a lot, and that you stay home from school when you don’t feel well” (Paragraph 29) C. “I know that sometimes you get that sense from TV that you can be rich and successful without any hard work” (Paragraph 31) D. “And you won’t necessarily succeed at everything the first time you try.” (Paragraph 32) 17 6 5. PART A: Which statement best describes the relationship between education and a student’s future? A. Students have to get an education so they can fail, because without failure you can't succeed. B. Students who think about the future of America are the best students. C. Students can prepare for their future careers by first exploring their talents in school. D. Students who pursue careers in sports or entertainment will never succeed. 6. PART B: Which paragraph from the text best supports the answer to PART A? A. Paragraph 12 B. Paragraph 16 C. Paragraph 31 D. Paragraph 34 7. How does President Barack Obama express his point of view on students pursuing education? Cite evidence from the text to support your answer. 18 7 Discussion Questions/Preguntas de discusión Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a family discussion. Instrucciones: Haga una lluvia de ideas sobre sus respuestas a las siguientes preguntas en el espacio provisto. Esté preparado para compartir sus ideas originales en una discusión con tu familia. 1. Have you ever come across obstacles that made it difficult to perform your best in school? How did you overcome these obstacles? 2. Do you agree with President Obama – do you think “the future of America depends on you” (Paragraph 14)? Why or why not? 3. In the context of the text, what is the goal of education? What different reasons does President Obama give for pursuing an education in the United States? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 4. In the context of the text, why do people succeed? How does President Obama think education contributes to success? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 19 8 Name: Class: A Quick Note on Getting Better at Difficult Things By Ta-Nehisi Coates 2015 Ta-Nehisi Coates is an American writer, journalist, and educator. Coates is a correspondent for The Atlantic who often writes about cultural, social, and political issues, especially as they relate to African Americans. In this text, Coates discusses how to get better at difficult things and shares his own struggles learning a new skill. As you read, take note of the obstacles that the author encounters and how he overcomes them. A medida que leas, toma nota de los obstáculos que encuentra el autor y cómo los supera. [1] I have been studying the French language, with some consistency, for three years. This field of study has been, all at once, the hardest and most rewarding of my life. I would put it above the study of writing simply because I started writing as a 6-year-old boy under my mother’s tutelage.1 I always “felt” I could write. I did not always “feel” I could effectively study a foreign language. But here I am, right now, in a Montreal hotel. I spoke French at the border. I spoke French when I checked in. I spoke French when I went to get lunch. I don’t really believe in fluency.2 If there is "Learn French" by Leo Reynolds is licensed under CC BY-NC-SA 2.0. such a thing, I don’t have it. I mishear words. I confuse tenses. I can’t really use the subjunctive. Yet. Something has happened to me and the something is this — I have gotten better. I don’t know when I first felt it. I didn’t feel it this summer at Middlebury,3 despite the difference in my entrance and exit scores. I didn’t feel it when I first arrived in Paris in January. I felt, as I always feel, like I was stumbling around in the dark. I still feel like that. But I also feel like I am getting better at stumbling. I am emphasizing how I “feel” because, when studying, it is as important as any objective4 reality. Hopelessness feeds the fatigue5 that leads the student to quit. It is not the study of language that is hard, so much as the “feeling” that your present level is who you are and who you will always be. I remember returning from France at the end of the summer of 2013, and being convinced that I had some kind of brain injury which prevented me from hearing French vowel sounds. But the real enemy was not any injury so much as the “feeling” of despair. That is why I ignore all the research about children and their language advantage. I don’t want to hear it. I just don’t care. As Carolyn Forché would say — “I’m going to have it.” 1. support 2. Fluency (noun): the ability to speak or write a foreign language easily and accurately 3. Middlebury College is located in Vermont. They offer a 6-week summer graduate school program for students who want to learn French. Students who attend must pledge to speak only French for the entire time they’re there. 4. Objective (adjective): neutral 5. Fatigue (noun): extreme tiredness 20 1 [5] To “have it,” I must manage my emotional health. Part of that long-term management — beyond French — is giving myself an opportunity to get better at difficult things. There is absolutely nothing in this world like the feeling of sucking at something and then improving at it. Everyone should do it every ten years or so. I don’t know what comes after this. I have said this before, and will say it again: Studying French is like setting in a canoe from California to China. You arrive on the coast of Hawaii and think, “Wow that was really far.” And then you realize that China is still so very far away. “Feelings” come and go. Likely, someone will say something — in the next hour or so — which I do not understand and I will feel a little hopeless again. But right now, I feel high. And one must savor those moments of feeling high, because they are not the norm. The lows are the norm. The Struggle is the norm. May it ever be thus. (c) 2015 The Atlantic Media Co., as first published in The Atlantic. All rights reserved. Distributed by Tribune Content Agency, LLC. 21 2 Text-Dependent Questions/Preguntas dependientes del texto Directions: For the following questions, choose the best answer or respond in complete sentences. Instrucciones: Para las siguientes preguntas, elija la mejor respuesta o responda en oraciones completas. 1. PART A: Which of the following identifies the central idea of the text? [RI.2] A. It is important to accept and expect struggle when learning a new skill. B. It is likely you will never fully master a new skill, but it is the journey that is important. C. French is one of the hardest languages to learn, so people who attempt to learn it must be mentally tough. D. It is better to find something that you excel at, rather than struggle with something that doesn’t come naturally. 2. PART B: Which section from the text best supports the answer to Part A? [RI.1] A. “I would put it above the study of writing simply because I started writing as a 6-year-old boy under my mother’s tutelage. I always ‘felt’ I could write.” (Paragraph 1) B. “I didn’t feel it when I first arrived in Paris in January. I felt, as I always feel, like I was stumbling around in the dark. I still feel like that.” (Paragraph 3) C. “To 'have it,' I must manage my emotional health. Part of that long-term management — beyond French — is giving myself an opportunity to get better at difficult things.” (Paragraph 5) D. “Likely, someone will say something — in the next hour or so — which I do not understand and I will feel a little hopeless again. But right now, I feel high.” (Paragraph 6) 3. PART A: What is the author’s purpose in the text? [RI.6] A. to give people an example of how failure is a good thing B. to encourage people to keep working hard, even if something is difficult C. to prove that nothing can be rewarding if it’s not challenging D. to urge people to learn a foreign language since that’s a necessary skill in the 21st century 4. PART B: Which detail from the text best supports the answer to Part A? [RI.1] A. “I spoke French at the border. I spoke French when I checked in. I spoke French when I went to get lunch.” (Paragraph 2) B. “If there is a such thing, I don’t have it. I mishear words. I confuse tenses. I can’t really use the subjunctive. Yet.” (Paragraph 2) C. “There is absolutely nothing in this world like the feeling of sucking at something and then improving at it.” (Paragraph 5) D. “I have said this before, and will say it again: Studying French is like setting in a canoe from California to China.” (Paragraph 6) 22 3 5. How does paragraph 4 contribute to the development of ideas in the text? [RI.5] 23 4 Discussion Questions/Preguntas de discusión Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion. Instrucciones: Haga una lluvia de ideas sobre sus respuestas a las siguientes preguntas en el espacio provisto. Esté preparado para compartir sus ideas originales en una discusión en clase. 1. Have you ever tried something new that took you a long time to master? What were your experiences with it? Was trying it worth it in the end? 2. In the context of the text, why do people succeed? What does Ta-Nehisi Coates think is necessary in order to succeed at new skills? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 24 5 Name: Class: Date: Pairing Questions for "President Obama’s National Address to America’s Schoolchildren " and "A Quick Note on Getting Better at Difficult Things" Directions: After reading the texts, choose the best answer for the multiple-choice questions below and respond to the writing questions in complete sentences. Instrucciones: Después de leer los textos, elija la mejor respuesta para las preguntas de opción múltiple a continuación y responda las preguntas escritas en oraciones completas. 1. Which statement best identifies a similar central idea in both “A Quick Note about Getting Better at Difficult Things” and “President Obama’s National Address to America’s Schoolchildren”? [RI.2, RI.9] A. Hard work is something that everyone has to do. B. Many people are naturally successful. C. Success requires lots of time and help from others. D. It is important to work hard at something in order to improve. 2. How does Ta-Nehisi Coates demonstrate the characteristics of the successful student that President Obama outlines? [RI.2, RI.9] 25 1 Name: Class: Malala Yousafzai: A Normal Yet Powerful Girl By NPR Staff 2013 Malala Yousafzai (born 1997) is a Pakistani activist for female education and the youngest ever winner of the Nobel Peace Prize. Malala is from the Swat Valley in northwest Pakistan, where the local Taliban has banned girls from attending school. Malala, whose family ran a chain of local schools, publicly stood against the Taliban’s actions and launched an international movement. On October 9th, 2012, a gunman from the Taliban boarded a school bus and shot her in the head. Malala remained in critical condition in the days following the attack, but survived. Since then, she has continued to advocate internationally for women’s education. As you read, consider what drove Malala to overcome tremendous adversity. Mientras lees, considera lo que llevó a Malala a superar una tremenda adversidad. [1] “I think Malala is an average girl,” Ziauddin Yousafzai says about the 16-year-old Pakistani girl who captured the world’s attention after being shot by the Taliban,1 “but there’s something extraordinary about her.” A teacher himself, Yousafzai inspired his daughter’s fight to be educated. At a special event with Malala in Washington, D.C., he tells NPR’s Michel Martin that he is often asked what training he gave to his daughter. “I usually tell people, ‘You should not ask me what I have done. Rather you "Education Advocate Malala Attends MDG Event" by United ask me, what I did not do,’” he says. “I did not clip Nations Photo is licensed under CC BY-NC-ND 2.0. her wings to fly. I did not stop her from flying.” Yousafzai has this advice for parents of girls around the world: “Trust your daughters, they are faithful. Honor your daughters, they are honorable. And educate your daughters, they are amazing.” A year after being shot, Malala is clear about her goal. “I speak for education of every child, in every corner of the world,” Malala says. “There has been a discrimination2 in our society,” which she believes must be defeated. “We women are going to bring change. We are speaking up for girls’ rights, but we must not behave like men, like they have done in the past.” [5] Perhaps she has learned from her father’s experience. When asked what gave him a passion for girls’ education, Yousafzai points out that he was “born in a society where girls are ignored.” Living with five sisters, he was sensitive to discrimination from an early age. “In the morning, I was used to milk and cream, and my sisters were given only tea,” he says. 1. The Taliban is an Islamic militant group based in Afghanistan and western Pakistan. They are known around the world for their cruel punishment of citizens, their harsh treatment of women, and for their involvement in acts of terrorism. 2. Discrimination (noun): the unjust or unfair treatment of people based upon race, gender, religion, age, etc. 26 1 Yousafzai felt the injustice3 even more when Malala was born. He later opened a school that Malala attended in the Swat Valley. At the time, the Taliban’s influence was gaining power and both Yousafzais were firmly on their radar.4 “But we thought that even terrorists might have some ethics,” Yousafzai says. “Because they destroyed some 1,500 schools but they never injured a child. And she was a child.” Malala says that the shooting has taken away her fear. “I have already seen death and I know that death is supporting me in my cause of education. Death does not want to kill me,” she says. “Before this attack, I might have been a little bit afraid how death would be. Now I’m not, because I have experienced it.” When asked if she is having any fun now with all her campaigning,5 Malala laughs, “It’s a very nice question. I miss those days.” But she also says that there is another side to her than what is shown in the media. “Outside of my home, I look like a very obedient, very serious, very good kind of girl, but nobody knows what happens inside the house.” There, she says, she’s not naughty, but she has to stand up to her brothers. “It’s good to fight with your brothers and it’s good to tease them to give them advice.” She says her little brother doesn’t really understand why his sister has so much attention. “He said, ‘Malala ... I can’t understand why people are giving you prizes, and everywhere you go people say, ‘This is Malala’ and they give you awards, what have you done?’” she says. [10] Malala knows the Taliban would still like to kill her, but she says she hopes to return to Pakistan one day. “First, I need to empower myself with knowledge, with education. I need to work hard,” she says. “And when I [am] powerful, then I will go back to Pakistan, inshallah [God willing].” ©2013 National Public Radio, Inc. News report titled “Malala Yousafzai: A ‘Normal,’ Yet Powerful Girl” was originally broadcast on NPR’s Tell Me More on October 15, 2013, and is used with the permission of NPR. Any unauthorized duplication is strictly prohibited. 3. Injustice (noun): a lack of fairness or equality in a situation 4. To be "on the radar" is a common expression meaning to be noticed or aware of 5. Campaign (verb): to carry out a planned set of activities over a period of time in order to achieve a specific goal 27 2 Text-Dependent Questions/Preguntas dependientes del texto Directions: For the following questions, choose the best answer or respond in complete sentences. Instrucciones: Para las siguientes preguntas, elija la mejor respuesta o responda en oraciones completas. 1. According to Malala, how did the shooting affect her? Cite evidence in your answer. 2. Summarize Malala’s character using specific evidence from this article. 3. PART A: What does the word “ethics” most closely mean as it is used in paragraph 6? A. an understanding between right and wrong B. ability to commit violent acts C. dishonesty D. a sense of cruelty or hatred 4. PART B: Which phrase from the text provides the best clue to the meaning of the word “ethics” as it is used in paragraph 6? A. “even terrorists” B. “destroyed some 1,500 schools” C. “they never injured a child” D. “she was a child” 28 3 5. What is the effect of Malala’s father’s account in this news article? A. It allows readers to see that Malala achieved so much due to her strict upbringing and disciplined education. B. It implies that Malala should not be treated as a hero because she is just an ordinary girl with the same problems and concerns as other young women. C. It suggests that Malala's father does not deserve much credit for raising her. D. It provides the perspective of someone who knows her well, and emphasizes the importance of encouraging educational equality. 29 4 Discussion Questions/Preguntas de discusión Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion. Instrucciones: Haga una lluvia de ideas sobre sus respuestas a las siguientes preguntas en el espacio provisto. Esté preparado para compartir sus ideas originales en una discusión en clase. 1. Why do you think Malala captured international attention? 2. Do you think that Malala may have turned out differently had her father practiced different kind of parenting techniques? Explain your answer. 3. Do you agree that Malala is a “normal, yet powerful” girl? Why or why not? 4. In the context of this article, what does it mean to be brave? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 5. How do people overcome adversity? Use evidence from this text, your own experience, and other literature or art in your answer. 6. In her acceptance speech for the Nobel Peace Prize, Malala said, “A girl has the power to go forward in her life. And she’s not only a mother, and she’s not only a sister, she’s not only a wife. But a girl has the—she should have an identity. She should be recognized, and she has equal rights as a boy.” Discuss this quote. 7. Malala was nearly killed for trying to pursue an education, and she continues to advocate for girls to receive educations in spite of threats of violence. What does Malala's story teach us about promoting peace? How can education be used as a tool of peace? 30 5 Name: Class: George Washington Carver By Barbara Radner 2006 George Washington Carver was an African American scientist and inventor who spent a great deal of his life studying plants. He was also a leader in the environmentalism movement, which encouraged people to respect nature. He has been widely praised for his achievements and his perseverance during a period of extreme discrimination against African Americans. As you read, take notes on the characteristics that defined Carver’s personality. Mientras lees, toma nota de las características que definieron la personalidad de Carver. [1] George Washington Carver lived from 1864 to 1943. When he was young, Carver enjoyed art, but he couldn't afford paint. Instead, he used blackberry juice. He used the hair from a horse's tail as his paintbrush. He even studied art when he was in college, but he also studied plant life. It's a good thing that he did. He spent much of his life helping people by showing them better ways to farm. His ideas have improved the lives of farmers in many countries around the world. Booker T. Washington1 was a very important and famous African-American educator. He invited Carver to teach at Tuskegee Institute,2 a college in Alabama. Carver was in charge of farm research. He taught students how to farm. He also worked with southern farmers on their land. In the "George Washington Carver" by Maia C is licensed under CC BY- southern part of the United States, most farmers NC-ND 2.0. had grown cotton for so many years that the soil had worn out. Carver showed them how to improve the land. Carver said the farmers should plant peanuts. Peanuts would enrich the soil. Farmers asked who would buy so many peanuts if they planted them. Carver answered by finding more than 300 new ways to use peanuts. Farmers could feed the vines to farm animals. They could use the hulls3 for fertilizer. Carver even found a way to make paper from the peanut shells. He also found new ways to use soybeans and sweet potatoes. [5] When Carver died, he left his money to help people to keep working on farm research. Today, people from many countries come to the George Washington Carver Foundation at the Tuskegee Institute. There they learn better ways of farming. The ideas he taught are still important. 1. Booker T. Washington (1856-1915) was an American educator, author, speaker, and advisor to several United States presidents. As a leader in the African American community, he discussed the discrimination that black people faced after slavery ended. 2. The Tuskegee Institute is a private, historically black university located in Tuskegee, Alabama. It was established by Booker T. Washington. 3. the outer covering of the peanut 31 1 “George Washington Carver”, © 2006, Barbara Radner. Reprinted with permission, all rights reserved. 32 2 Text-Dependent Questions/Preguntas dependientes del texto Directions: For the following questions, choose the best answer or respond in complete sentences. Instrucciones: Para las siguientes preguntas, elija la mejor respuesta o responda en oraciones completas 1. PART A: Which of the following best identifies the central idea of this article? [RI.2] A. Carver’s inventions forced people to eat peanuts, soybeans, and sweet potatoes. B. Carver was a creative problem solver who improved American farming. C. Carver mainly wanted to help southern farmers make more money. D. Carver was an artist who is best remembered for donating money to farmers. 2. PART B: Which phrase from the text best supports the answer to Part A? [RI.1] A. “When he was young, Carver enjoyed art, but he couldn't afford paint. Instead, he used blackberry juice.” (Paragraph 1) B. “He spent much of his life helping people by showing them better ways to farm.” (Paragraph 2) C. “In the southern part of the United States, most farmers had grown cotton for so many years that the soil had worn out.” (Paragraph 3) D. “He also found new ways to use soybeans and sweet potatoes.” (Paragraph 4) 3. Which statement best describes what led Carver to discover 300 uses for peanuts? [RI.5] A. Carver wanted farmers to plant more peanuts to improve their soil. B. Carver created the peanut from other plants and wanted to encourage people to buy it. C. Carver wanted to prove that he was creative to people who did not take him seriously. D. Carver thought that farmers would make more money from selling peanuts than cotton. 4. What is the author’s main purpose in writing this article? [RI.6] A. to inform readers about the history of farming in America B. to inspire readers with a story about achieving great success C. to tell readers about the many different ways that farmers can and should grow peanuts D. to give readers an overview of African Americans’ greatest inventions 33 3 5. How does the author describe the relationship between Carver and the southern [RI.3] farmers? Cite evidence from the text in your response. 34 4 Discussion Questions/Preguntas de discusión Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion. Instrucciones: Haga una lluvia de ideas sobre sus respuestas a las siguientes preguntas en el espacio provisto. Esté preparado para compartir sus ideas originales en una discusión en clase. 1. Think of a time when you overcame adversity or made an effort to do something someone had told you that you would not be able to do. How did it make you feel to succeed? How did the people who doubted you affect your motivation to succeed? 2. In the context of this article, why do people succeed? What personality traits allow them to succeed? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 3. In your opinion, is it important to continue to study farming and improve the land? Why or why not? Explain your answer by citing evidence from this text, your own experience, and other literature, art, or history in your answer. 35 5 Name: Class: Date: Pairing Questions for "Malala Yousafzai: A Normal Yet Powerful Girl" and "George Washington Carver" Directions: After reading the texts, choose the best answer for the multiple-choice questions below and respond to the writing questions in complete sentences. Instrucciones: Después de leer los textos, elija la mejor respuesta para las preguntas de opción múltiple a continuación y responda las preguntas escritas en oraciones completas. 1. Which of the following best identifies Malala Yousafzai’s and George Washington Carver’s shared perspective on education? [RI.2, RI.9] A. Education can teach people better farming techniques. B. Education gives people new job opportunities. C. Education gives people the power to improve their lives. D. Education can solve all of the world’s problems. 2. How have Malala Yousafzai’s and George Washington Carver’s educations influenced their lives and the lives of those around them? [RI.3, RI.9] 36 1 Name: Class: The Wright Brothers: Air Pioneers By David White 2014 Orville Wright (1871-1948) and Wilbur Wright (1867-1912) were American inventors. They were aviation experts who are credited with building the world’s first successful airplane. As you read, identify the challenges the brothers faced when engineering the first airplane. Mientras lees, identifica los desafíos que enfrentaron los hermanos al diseñar el primer avión. Part 1: A Childhood of Curiosity [1] Orville and Wilbur Wright were born four years apart, in different cities. They shared a curiosity about the world and a love of tinkering1 that would make history. Wilbur was born in 1867 on a small farm near Millville, Indiana. Orville was born in 1871 in a house in Dayton, Ohio. Their father was a Bishop in the Church of the United Brethren in Christ. (The Wrights had five children in all: Reuchlin, Lorin, and Katharine were the names of the other "The Wright Brothers: Air Pioneers" by C.H. Claudy is in the public children.) domain. Life in the Wright house was strict but loving. Both parents encouraged their children to enjoy school and learn as much as they could. A large library of books about all kinds of subjects helped the Wright children quench2 their thirst for knowledge from a very early age. Orville and Wilbur’s fascination with flight began with a present their father gave them — a flying toy. It had a paper body and other parts made of cork and bamboo. Rubber bands provided the power. The young boys (7 and 11) were thrilled to make the little toy fly across the room, so much so that they broke it. They remembered how it looked, though, and promised each other that someday they would fly in the air, just like the little toy. [5] The boys continued to be interested in mechanical things and flight. Orville sold kites at school to make money. Wilbur started reading all he could about how birds flew and machines worked. 1. Tinker (verb): to try to repair or make adjustments to something 2. to satisfy a thirst or desire for something 37 1 Though the boys were good students, neither graduated from high school. (Not many did in those days, actually.) Wilbur was hit in the face with a baseball bat when he was a teenager and suffered from irregular heartbeats the rest of his life. He stayed at home for a while, during which time their mother developed tuberculosis (which, at that time, was a devastating disease with no known cure). Wilbur recovered himself and then stayed at home to care for his mother. Orville left high school on his own, to start a printing business. He and Wilbur designed a printing press that worked very well. The two later sold the printing business and opened a bicycle shop. They were both very good mechanics and could fix just about anything anyone asked them to fix. (They inherited this skill and desire from their mother, who was the family mechanic.) It was in the bicycle shop that the idea of the airplane was born. One day, Wilbur squeezed an empty bicycle tube box flat. He noticed how it looked when he twisted in his hands. (The flattened box is the exact shape of the two-winged glider that the Wrights would produce just a couple years later.) They also used a bicycle chain as a propeller on their plane. (It should be pointed out here that the Wrights had to invent the propeller as a means of propulsion.)3 The double-triangle design of the plane also looks a lot like a bicycle. And one day in 1902, Orville and Wilbur took turns pedaling one of their own bicycles down a city street as fast as they could go — with a third wheel attached in front. The wheel was mounted flat on the handlebars. It spun freely, with two metal plates on top of it. One plate was flat, and the other was curved. This setup allowed the Wrights to measure air resistance,4 another key to building an airplane that would work. The Wrights had also made kites, very large ones, in fact. By 1900, they were making ones so large that people could fly in them, sort of. These were called gliders, and Orville and Wilbur actually built one or two that were large enough for a person to ride in. They flew on nothing but air current, and the person could get a ride of about 10 seconds before the glider came down to the ground. Part 2: Persistence to Success [10] The Wrights wanted more, of course, and built a better glider that had a rudder, to steer with. One of their gliders stayed aloft5 a time, flying more than 600 feet. But they still came down, no matter what the person aboard did. The Wrights wanted to make a machine such that the pilot could control when the machine would land. They had thought of engines, of course, like the ones in factories. But these engines were much too big. Orville and Wilbur finally decided to make an engine that would be small enough and light enough to power one of their gliders. With their mother’s love of tinkering and their own curiosity driving them, they made an engine that would fit the bill and installed it on their newest glider. The Wrights had chosen Kitty Hawk, North Carolina, as a place to test their plane. This spot had lots of wind, and it had a large sand dune that would hopefully catch the plane if something went wrong. They had been coming to Kitty Hawk for a few years, testing gliders and other ideas. They had built more complicated machines all the time. 3. Propulsion refers to the force or action of pushing something forward. 4. Air resistance is a type of friction that acts in opposition to a moving object, slowing down the direction of the object. 5. in the air 38 2 So it was on December 14, 1903, that Wilbur Wright made the first experiment with the new man- powered airplane flight. The flight didn’t last long and ended in a crash, which took the Wrights a few days to repair. And it is worth noting that the plane got up its momentum6 on this attempt by gliding down a monorail from the top of a hill. (The plane had wheels, remember, and so it rolled down the rail, just like a bicycle.) Wilbur was the pilot that day. The brothers had flipped a coin to see who would go first. [15] After repairing the plane, Orville and Wilbur decided to put the track on flat ground. This would allow Wilbur to run alongside the plane as it was gaining speed and keep the right wing steady. (Because the plane had been going downhill on the first attempt, Orville couldn’t keep up and so Wilbur had had to try to steer the plane himself. Not being familiar with how to do such a thing, Wilbur steered too much and the plane quickly hit the ground.) With the coin flip results intact (meaning that it was Orville’s turn to fly), the little plane was launched on December 17. Wilbur pushed, Orville pedaled, and the plane rose in the air. It was only aloft for 12 seconds and went 120 feet, but it was official: The Wright brothers had a machine that could fly. Part 3: A Legacy in the Air They flew the machine three times that day, mainly because each time they managed to land without crashing. Each flight was a bit longer, and the final flight of the day carried Wilbur 852 feet. He was in the air for a full 59 seconds. The Wright plane wasn’t a hit overnight, however. No one else knew about the flight. The brothers returned to their bicycle business in Dayton and also continued to refine their airplane invention. Not long after that, they had built a plane that could fly 25 miles and go 40 miles an hour. They even had a model that could fly circles in the air — and not go off-balance and crash to the ground! In 1908, Wilbur flew one of their planes in front of royalty in Europe. In the same year, the rest of America discovered the airplane when a newspaper reporter witnessed a flight and wrote about it. The story was soon in newspapers all over the country. The Wrights were suddenly famous. [20] The very next year, they opened a business to make airplanes, the Wright Company. They found great fame and success making airplanes. Unfortunately, Wilbur died in 1912 of typhoid fever. Orville lived on, however, eventually selling his business and watching his and his brother’s dream become a reality in the modern industrial age. “The Wright Brothers: Air Pioneers” from Social Studies for Kids by David White. Copyright © 2014. Reprinted with permission, all rights reserved. 6. Momentum is the strength or force an object gains through motion or a series of events. 39 3 Text-Dependent Questions/Preguntas dependientes del texto Directions: For the following questions, choose the best answer or respond in complete sentences. Instrucciones: Para las siguientes preguntas, elija la mejor respuesta o responda en oraciones completas. 1. PART A: Which of the following best describes the central idea of the text? A. The Wright brothers inspired generations of pilots and engineers after them to create better flying methods. B. The Wright brothers achieved their dreams because they were naturally talented engineers who needed little training. C. The Wright brothers dedicated their entire lives to flight, which paid off when they instantly became famous after the first successful flight. D. The Wright brothers were the first to successfully create and fly an airplane because of their brilliance and determination. 2. PART B: Which of the following quotes best supports the answer to Part A? A. “Orville and Wilbur’s fascination with flight began with a present their father gave them — a flying toy.” (Paragraph 4) B. “They were both very good mechanics and could fix just about anything... (They inherited this skill and desire from their mother, who was the family mechanic.)” (Paragraph 6) C. “The brothers… continued to refine their airplane invention. Not long after that, they had built a plane that could fly 25 miles and go 40 miles an hour.” (Paragraph 18) D. “Orville lived on, however, eventually selling his business and watching his and his brother’s dream become a reality in the modern industrial age.” (Paragraph 20) 3. How do paragraphs 3-5 contribute to the author’s explanation of the Wright brothers? A. This section provides background information on the brothers’ love of learning and mechanical things, as well as what sparked their interest in flight. B. This section shows the brothers’ creativity as they looked to other sources, such as toys and birds, for inspiration on how to create a flying machine. C. This section provides insight into the Wrights’ household and helps the reader imagine what it must have been like for Orville and Wilbur growing up. D. This section shows how one incident can inspire lifelong dreams, like the paper toy inspired the Wright brothers’ obsession with mechanical engineering. 4. How does the relationship between gliders and airplanes help the reader understand how the Wright brothers achieved flight? A. Both the glider and plane relied on propulsion in order to get up and stay up in the air. B. The two inventions shared many similarities, such as design and using air currents, but the brothers wanted more control and power with the airplane. C. The two inventions shared many similarities, such as using propellers, but the brothers designed for more speed and momentum with the airplane. D. The glider was much more quickly popular than the airplane because fewer people were able to operate the airplane. 40 4 5. What connections does the author draw between the Wrights’ experiences as bicycle shop owners and how they designed the airplane? 41 5 Discussion Questions/Preguntas de discusión Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion. Instrucciones: Haga una lluvia de ideas sobre sus respuestas a las siguientes preguntas en el espacio provisto. Esté preparado para compartir sus ideas originales en una discusión en clase. 1. In paragraph 7 the author notes: “It should be pointed out here that the Wrights had to invent the propeller as a means of propulsion.” Do you think it is possible to invent something from nothing? Is that what the Wright brothers did? Explain your answer. 2. The Wright brothers were by no means successful at first; in fact, we learned from the text that they had a lot of struggles along their way to success. Do you think that those struggles are essential to success? Can you be successful if you are not resilient? Explain your answer. 3. In the context of this text, what qualities are essential for success? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 42 6 Name: Class: Joan of Arc: France’s Young Tragic Hero By David White 2015 The following article is about the historical figure Joan of Arc, or Jeanne D’Arc (1412-1431), the teenage girl who led the French to victory against the English in the 1400s. As you read, take notes on how Joan of Arc succeeded in gaining her command and winning in battle. How and why is she remembered today? Mientras lees, toma nota de cómo Juana de Arco logró ganar su mando y ganar en la batalla. ¿Cómo y por qué se la recuerda hoy? Part 1: The Makings of a Hero [1] Joan was born the youngest of a family of five. Her father was a peasant farmer who had little money. She never learned to read or write. Yet in her short lifetime, she became one of history’s most famous people. Joan was born in Domremy on January 6, 1412. She was the youngest of five children. As a child, Joan played with other children but also enjoyed being alone. Like other girls, she was good at sewing and spinning. Unlike other girls, she claimed to hear “voices.” She said it was the voice of angels speaking to her, and she also claimed to have seen them. She had always been especially devoted to her religion, Christianity. She began to hear these voices in 1425, when she was 13. Three years later, she was convinced that God had spoken to her and told her to go to the service of the king, Charles VII.1 The French at this time were involved in another "Jeanne d'Arc, victorieuse des anglais, rentre à Orléans et est acclamée par la population" by Jean Jacques Scherrer is in the war against the English. (The two countries had public domain. fought many wars before that time, including the Hundred Years War.)2 [5] In the current struggle, things were going badly for France. In 1428, Joan traveled to the neighbouring town of Vaucouleurs to see the king’s commander there, Robert Baudricourt.3 This man first turned Joan away with a laugh. But the next year, when Joan correctly predicted a great French defeat outside Orleans (the Battle of the Herrings), Baudricourt was willing to listen. In fact, he let Joan go to the king himself, who was at the French city of Chinon. 1. King Charles VII (1403-1461) of France ruled from 1422 until his death. 2. The Hundred Years War was a series of conflicts waged from 1337 to 1453, fought between England and France. 3. Robert de Baudricourt (c. 1400-1454) was a minor figure of 15th century French nobility. 43 1 Joan convinced King Charles VII of her sincerity and of her calling to help France defend itself against the English invaders. Despite the advice of most of his commanders, King Charles agreed with Joan, offering her a sword. Joan, however, spoke of a vision that she had of a great sacred sword buried in a nearby chapel. No one knew about this sword, but the king was so convinced that Joan was right that he ordered the area under the altar dug up. There was an ancient sword, just as Joan described it. Astonished, King Charles agreed to let Joan go to Orleans, where French forces were under siege. She left on April 30, 1429. Her presence there had a swift and great effect. The English forts built to encircle the city were taken and the siege4 ended in an astonishing eight days. A month later, the French won again, at Patay. The following month, the French regained Troyes and then Reims. In an astounding three months, Joan of Arc had helped the French do what seemed impossible. The English were on the run. Part 2: Success and the End Though she was wounded twice in these many struggles, Joan fought on. She at first wanted to go home, especially after her first series of successes; but the army convinced her to stay. The French progress bogged down5 as the English dug in. Joan and the French fought on, and so did the English. In May 1430, Joan was captured. [10] She was held in prison for many weeks and then brought to trial in Rouen, a French town in English possession. She was refused a lawyer and was treated cruelly in prison. At her trial, she insisted that the voices of angels had told her to help defend France against English invaders. This didn’t go over too well with the English clergymen6 who were her judges. She was found guilty of heresy7 (largely because she claimed to have spoken with angels, which was against church law) and sentenced to be burned at the stake. She died on May 30, 1431. Her story is still told for several reasons: • She was but an inexperienced teenager, leading an army full of battle-hardened men. • She was a woman. At that time, women were expected to stay in the homes and castles and let the men do the fighting. • She had tremendous success. With her in the army, the French won victory after victory. • She died a terrible death. Her life and death have inspired many soldiers, in France and elsewhere, ever since. “Joan of Arc: France’s Young Tragic Hero” from Social Studies for Kids, © 2015, David White. Reprinted with permission, all rights reserved. 4. the placing of an army around a protected place or city to force it to surrender 5. to be stalled, delayed, or caught up in something 6. religious leaders 7. religious opinion that is opposed to a generally accepted belief of the church 44 2 Text-Dependent Questions/Preguntas dependientes del texto Directions: For the following questions, choose the best answer or respond in complete sentences. Instrucciones: Para las siguientes preguntas, elija la mejor respuesta o responda en oraciones completas. 1. Which of the following best describes a central idea of the text? A. Never underestimate teenage girls. B. Faith and courage led Joan to victory. C. Joan of Arc was one of the most influential women in history. D. The history of French-English relationships was changed by a peasant girl. 2. Explain how Joan convinced the French of her mission in 3-5 complete sentences. 3. PART A: What does the term “heresy” most likely mean as used in paragraph 10? A. Going against church rules B. Insulting the church C. Lying about spiritual experiences D. Practicing witchcraft 4. PART B: Which of the following best support the answer to Part A? A. “English clergymen… were her judges” B. “claimed to have spoken with angels” C. “against church law” D. “sentenced to be burned at the stake” 45 3 Discussion Questions/Preguntas de discusión Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion. Instrucciones: Haga una lluvia de ideas sobre sus respuestas a las siguientes preguntas en el espacio provisto. Esté preparado para compartir sus ideas originales en una discusión en clase. 1. In the context of this text, how do people create change? What are the qualities of a leader? Do you think Joan of Arc believed what she said? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 2. In the context of this article, what makes a hero? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 46 4 Name: Class: Date: Pairing Questions for "The Wright Brothers: Air Pioneers" and "Joan of Arc: France’s Young Tragic Hero" Directions: After reading the texts, choose the best answer for the multiple-choice questions below and respond to the writing questions in complete sentences. Instrucciones: Después de leer los textos, elija la mejor respuesta para las preguntas de opción múltiple a continuación y responda las preguntas escritas en oraciones completas. 1. PART A: Which of the following qualities led to Joan of Arc and the Wright brothers’ success?[RI.3, RI.9] A. persistence B. curiosity C. education D. strength 2. PART B: Select TWO quotations that best support the answer to Part A. [RI.1, RI.9] A. “Unlike other girls, she claimed to hear ‘voices.’” (“Joan of Arc,” Paragraph 2) B. “Joan traveled to the neighbouring town of Vaucouleurs to see the king’s commander there, Robert Baudricourt.” (“Joan of Arc,” Paragraph 5) C. “Though she was wounded twice in these many struggles, Joan fought on.” (“Joan of Arc,” Paragraph 8) D. “Both parents encouraged their children to enjoy school and learn as much as they could.” (“The Wright Brothers,” Paragraph 3) E. “After repairing the plane, Orville and Wilbur decided to put the track on flat ground.” (“The Wright Brothers,” Paragraph 15) F. “In 1908, Wilbur flew one of their planes in front of royalty in Europe.” (“The Wright Brothers,” Paragraph 19) 3. Compare and contrast the traits that brought Joan of Arc and the Wright brothers success. [RI.3, RI.9] 47 1 Name: ______Class: ______Date: ______Success: Final Assessment Directions: Please respond to the prompt on the lines below. Use complete sentences. Cite evidence when appropriate. Instrucciones: responda a la solicitud en las líneas a continuación. Usa oraciones completas. Cite evidencia cuando sea apropiado. Prompt: Over the course of this unit, you have gathered information about the variety of ways that people achieve success. Use the information you have gathered to answer the question: What does it take to be successful? Support your answer using reasons and evidence from a variety of the texts covered in this unit. Aviso: en el transcurso de esta unidad, ha reunido información sobre la variedad de formas en que las personas logran el éxito. Use la información que ha reunido para responder la pregunta: ¿Qué se necesita para tener éxito? Respalde su respuesta utilizando razones y evidencia de una variedad de textos cubiertos en esta unidad. ______48 ______49 Mathematics/Matemáticas Página dejada en blanco intencionalmente/Page Intentionally Left Blanck 50 Easy Lesson Plan Grades K-8 for Additional Math Practice 1 2 ,JOEFSHBSUFO ,JOEFSHBSUFO TUHSBEF TUHSBEF OEHSBEF OEHSBEF SEHSBEF SEHSBEF UIHSBEF UIHSBEF UIHSBEF UIHSBEF UIHSBEF ŽǁŶůŽĂĚƚŚĞŽƵŶĐĞWĂŐĞƐĂƉƉ UIHSBEF ĞƐĐĂƌŐƵĞůĂĂƉůŝĐĂƚŝŽŶŽƵŶĐĞWĂŐĞƐĞŶƐƵ ƚĞůĞĨŽŶŽŽŝƉĂĚƉĂƌĂǀĞƌǀŝĚĞŽƐLJƌĞǀŝƐĂƌůŽƐ UIHSBEF ŽŶLJŽƵƌƉŚŽŶĞŽƌŝƉĂĚƚŽǁĂƚĐŚ UIHSBEF ǀŝĚĞŽƐƚŽƌĞǀŝĞǁƚŚĞĐŽŶĐĞƉƚƐŝŶ ĐŽŶĐĞƉƚŽƐĞŶĞůƉĂƋƵĞƚĞ͘ UIHSBEF ƚŚĞƉĂĐŬĞƚ͘ UIHSBEF 3 Use BouncePagesapp to scan page 1 of the Additional Practice worksheet. This results in a video that will review the math concept. 8BUDIUIJTWJEFPGPSTUFQCZTUFQJOTUSVDUJPOT 4 Practice skills and concepts with the Extra Credit! Try out the 3-Act Math online Math Games. Modeling Lesson. ,HBNFT (SBEFTHBNFT Resources from 51 REVIEW: Equivalent Fractions Name ______ Key Concept and Vocabulary Visual Model 2 = 2 ⋅ 4 = 8 Equivalent — — — 2 3 3 ⋅ 4 12 Fractions — 3 Multiply numerator equivalent fractions and denominator by the same number. 8 — 12 Skill Examples Application Example 1 1 2 2 — = —⋅ = — 5. You eat two-thirds of a pizza 1. 1 2 3 2 2 ⋅ 2 4 — , — , and — that has 12 pieces. How many 2 4 6 1 1 ⋅ 3 3 pieces do you eat? 2. — = — = — are all equivalent. 2 2 ⋅ 3 6 2 2 ⋅ 4 8 — = — = — 3 3 ⋅ 5 15 3 3 ⋅ 4 12 3. — = — = — 4 4 ⋅ 5 20 You eat 8 pieces. 4 4 ⋅ 20 80 4. — = — = — 5 5 ⋅ 20 100 PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Write a fraction that is equivalent to the given fraction. 1 3 4 1 6. — = 7. — = 8. — = 9. — = 2 4 5 15 3 9 3 27 2 7 3 6 9 36 10. — = 11. — = 12. — = 13. — = 5 20 8 64 7 4 1 10 3 12 7 14 3 9 14. — = 15. — = 16. — = 17. — = 5 9 10 8 Shade the model so that the fraction is equivalent. 18. â 19. â 20. PIZZA You eat three-fourths of a pizza that has 12 pieces. How many pieces do you eat? 21. SUR VEY A survey asked 240 people if they liked the movie “Star Wars.” One-third liked it, one-sixth did not like it, and one-half had not seen it. How many people are in each of the three categories? Copyright © Big Ideas Learning, LLC Topic 5.1 52 REVIEW: Simplifying Fractions Name ______ Key Concept and Vocabulary Visual Model 8 2 ⋅ 4 2 unsimplified — = — = — 12 3 ⋅ 4 3 8 — 12 Divide numerator and denominator simplified by common factor. 2 — 3 Skill Examples Application Example 2 1 ⋅ 2 1 1. — = — = — 5. Five of the 25 students in 4 2 2 2 ⋅ your class have a Facebook 5 5 3 1 ⋅ 3 1 account. Write this fraction 2. — = — = — 6 2 ⋅ 3 2 in simplifed form. 5 5 15 3 ⋅ 5 3 5 1 ⋅ 5 1 5 3. — = — = — — = — = — 20 4 ⋅ 5 4 25 5 ⋅ 5 5 80 4 ⋅ 20 4 4. — = — = — One-fi fth of your class has a 100 5 ⋅ 20 5 Facebook account. PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Simplify the fraction. 16 10 6 15 6. — = ______7. — = ______8. — = ______9. — = ______18 12 8 45 12 14 6 20 10. — = ______11. — = ______12. — = ______13. — = ______40 21 2 50 12 20 75 21 14. — = ______15. — = ______16. — = ______17. — = ______30 15 85 35 Shade the model so that the fraction is simplifi ed. 18. = 19. = 20. FACEBOOK Eight of the 24 students in your class have a Facebook account. Write this fraction in simplifi ed form. 21. SIMPLIFYING Write fi ve different fractions that each simplify to two-fi fths. Copyright © Big Ideas Learning, LLC Topic 5.2 53 REVIEW: Estimating Fraction Sums Name ______and Differences Key Concept and Vocabulary Visual Model 7 1 close to 1 — + — ≈ 1 + 0 = 1 Estimation 8 6 7 — Estimate proper 8 fractions to be 7 1 1 close to 0 — + — ≈ 1 0, — , or 1. 8 6 2 1 — 6 Skill Examples Application Example 3 3 1 1 — + ≈ + = 5 7 1. — — — 1 5. Approximate the 6 in. 5 in. 7 8 2 2 width of the window. 8 8 —8 − —5 ≈ − —1 = —1 5 7 1 2. 1 6 — + 5 — ≈ 6 — + 6 9 8 2 2 8 8 2 9 6 1 3. — + — ≈ 1 + 1 = 2 = 12— 10 7 2 5 1 1 1 1 4. — − — ≈ — − 0 = — The window is about 12— inches wide. 12 16 2 2 2 PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Estimate the sum or difference. 5 3 6 11 1 15 11 6 6. — + — ≈ ______7. — + — ≈ ______8. — + — ≈ ______9. — + — ≈ ______9 7 11 13 10 8 9 7 9 5 17 3 11 1 5 3 10. — − — ≈ ______11. — − — ≈ ______12. — − — ≈ ______13. — − — ≈ ______10 11 8 5 9 8 2 7 4 1 4 3 9 6 4 11 14. 1— + 2 — ≈ ______15. 2 — + 3 — ≈ ______16. 5 — − 4 — ≈ ______17. 1— − — ≈ ______5 7 7 5 10 10 5 14 Approximate the width of the window. 1 7 9 1 18. 8 in. 7 in. 19. 24 cm 25 cm 16 8 ______10 10 ______ 1 7 20. DISTANCE You walked 2— miles on Monday and 3— miles on Tuesday. Estimate the total 5 8 number of miles you walked on Monday and Tuesday. 1 21. ESTIMATION STRATEGY Estimating a fraction to be 0, — , or 1 does not work well with 1 3 2 fractions such as — and — . Why? 4 4 Copyright © Big Ideas Learning, LLC Topic 5.3 54 REVIEW: Comparing and Ordering Name ______Fractions Key Concept and Vocabulary Visual Model 2 ⋅ 4 = 8 3 ⋅ 3 = 9 Comparing 2 Fractions — 3 2 3 Find — — 2 3 ? products. — < — 3 4 3 4 2 3 — < — < 3 because 8 9. — 3 4 4 Skill Examples Application Example 1 5 1. — > — because 1 ⋅ 11 > 2 ⋅ 5. 5. You run seven-eighths mile. Your friend runs 2 11 eight-tenths mile. Who runs farther? —3 = —1 = 7 8 2. because 3 ⋅ 2 6 ⋅ 1. — > — because 7 ⋅ 10 > 8 ⋅ 8. 6 2 8 10 3 2 3. — < — because 3 ⋅ 5 < 8 ⋅ 2. 8 5 You run farther. 4 3 4. — > — because 4 ⋅ 7 > 9 ⋅ 3. 9 7 PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Compare the fractions using <, >, or =. 4 8 6 5 6 7 3 6 6. — — 7. — — 8. — — 9. — — 5 11 7 6 7 8 11 22 9 14 3 1 4 9 7 4 10. — — 11. — — 12. — — 13. — — 2 3 9 3 9 20 12 7 2 4 3 4 7 13 6 11 14. — — 15. — — 16. — — 17. — — 9 18 8 11 5 9 5 10 Compare the fractions models using <, >, or =. 18. 19. 20. MILK You drink six-eighths of a quart of milk. Your friend pours a quart of milk into four 8-fl uid ounce glasses and drinks three of them. Who drinks more? 21. ORDERING FRACTIONS Order the fractions from least to greatest and graph them on a 3 1 1 2 number line: — , — , — , and — . 8 4 3 5 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Copyright © Big Ideas Learning, LLC Topic 5.4 55 REVIEW: Adding and Subtracting Name ______Fractions with Like Denominators Key Concept and Vocabulary Visual Model 2 5 2 1 2 + 1 3 Like — + — = — = — 5 5 5 5 Denominators 1 à 5 Add or subtract numerators. 3 5 2 1 2 − 1 1 — − — = — = — 5 5 5 5 Skill Examples Application Example 3 3 3 + 3 6 3 1. — + — = — = — = — 5. On Monday, you painted two-fi fths of a 8 8 8 8 4 house. On Tuesday, you painted the same 3 1 3 + 1 4 amount. How much is left? 2. — + — = — = — = 1 4 4 4 4 5 2 2 5 4 1 — − — + — = — − — = — 7 4 7 − 4 3 5 ( 5 5) 5 5 5 3. — − — = — = — 10 10 10 10 You have one-fi fth left to paint. 13 8 13 − 8 5 1 4. — − — = — = — = — 25 25 25 25 5 PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Find the sum or difference. Write your answer in simplifi ed form. 1 2 6 5 1 3 3 2 6. — + — = ______7. — + — = ______8. — + — = ______9. — + — = ______9 9 11 11 10 10 4 4 3 1 1 2 2 5 1 6 3 10. — + — = ______11. — + — + — = ______12. — − — = ______13. — − — = ______8 8 5 5 5 8 8 7 7 7 4 9 7 5 2 6 1 2 14. — − — = ______15. — − — = ______16. — − — = ______17. — − — + — = ______9 9 10 10 6 6 6 ( 6 6) Find the perimeter of the rectangle or triangle. 18. 19. 20. 21. 4 1 3 3 m ft 2 in. in. 10 4 cm 8 8 2 m 5 10 2 ft 4 4 3 cm in. 3 m 5 8 10 Perimeter = _____ Perimeter = _____ Perimeter = _____ Perimeter = _____ 2 22. REACHING YOUR GOAL You have a savings goal. In January, you saved — of your goal. 10 3 In February, you saved — more. How much of your goal remains? Explain. 10 Copyright © Big Ideas Learning, LLC Topic 6.1 56 REVIEW: Adding and Subtracting Fractions Name ______with Unlike Denominators Key Concept and Vocabulary Visual Model Unlike 2 Find products. Denominators 3 1 2 1 2 ⋅ 4 + 3 ⋅ 1 11 à — + — = — = — 4 3 4 3 ⋅ 4 12 2 1 2 ⋅ 4 − 3 ⋅ 1 5 — − — = — = — 11 3 4 3 ⋅ 4 12 12 Skill Examples Application Example 1 2 1 ⋅ 3 + 5 ⋅ 2 13 3 1. — + — = — = — 5. You ride your bike — mile to the store. Then 5 3 5 ⋅ 3 15 8 1 you ride — mile to school. How far do you 1 1 1 ⋅ 4 + 2 ⋅ 1 6 3 2. — + — = — = — = — 6 2 4 2 ⋅ 4 8 4 ride altogether? 1 1 1 ⋅ 4 − 3 ⋅ 1 1 3 1 3 ⋅ 6 + 8 ⋅ 1 26 13 3. — − — = — = — — + — = — = — = — 3 4 3 ⋅ 4 12 8 6 8 ⋅ 6 48 24 3 2 3 ⋅ 5 − 7 ⋅ 2 1 13 4. — − — = — = — You ride — mile. 7 5 7 ⋅ 5 35 24 PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Find the sum or difference. Write your answer in simplifi ed form. 1 1 2 1 3 1 1 2 6. — + — = ______7. — + — = ______8. — + — = ______9. — + — = ______3 8 3 5 10 4 2 5 3 1 1 2 5 1 5 3 10. — + — = ______11. — + — = ______12. — − — = ______13. — − — = ______7 3 8 5 8 3 6 5 5 2 7 1 3 1 1 1 14. — − — = ______15. — − — = ______16. — − — = ______17. — − — = ______9 5 10 4 5 6 5 6 Find the total distance from House A to House B and then to House C. 18. 5 19. 3 mi mi 8 5 A B A 1 B 1 mi mi C 5 C 4 1 yd 1 yd 4 5 20. WEASEL LENGTH Find the total length of the weasel. 3 21. IMPRO VING YOUR SPEED You swam at a rate of — mile per hour in March. You swam at a 8 3 rate of — mile per hour in April. How much faster did you swim in April? 7 Copyright © Big Ideas Learning, LLC Topic 6.2 57 REVIEW: Multiplying Fractions Name ______ Key Concept and Vocabulary Visual Model Multiply numerators. Multiply 1 of2 is 2 2 3 5 15 fractions. 5 1 2 1 ⋅ 2 2 — ⋅ — = — = — 3 5 3 ⋅ 5 15 Multiply denominators. Skill Examples Application Example 2 1 2 ⋅ 1 2 1 1. — ⋅ — = — = — = — 5. A recipe calls for three-fourths cup of fl our. 3 4 3 ⋅ 4 12 6 You want to make one-half of the recipe. 3 2 3 ⋅ 2 6 1 How much fl our should you use? 2. — × — = — = — = — 8 9 8 ⋅ 9 72 12 1 3 1 ⋅ 3 3 — ⋅ — = — = — 2 1 2 ⋅ 1 2 1 2 4 2 ⋅ 4 8 3. — — = — = — = — (5)(4) 5 ⋅ 4 20 10 3 You should use — cup fl our. 1 3 1 ⋅ 3 3 8 4. — ⋅ — = — = — 7 5 7 ⋅ 5 35 PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Find the product. Write your answer in simplifi ed form. 1 2 1 1 1 3 3 2 6. — ⋅ — = ______7. — × — = ______8. — ⋅ — = ______9. — × — = ______3 7 2 4 10 10 2 5 3 1 1 2 2 2 3 2 10. — × — = ______11. — — = ______12. — = ______13. — ⋅ — = ______8 2 ( 5)( 5) ( 3) 2 3 3 1 1 3 1 3 4 14. — — = ______15. 2 ⋅ — = ______16. 3 × — = ______17. — ⋅ — ⋅ — = ______( 1)( 3) 4 4 3 4 5 Find the area of the rectangle or parallelogram. 18. 19. 20. 21. 3 1 cm 3 2 ft 10 in. m 2 8 5 1 cm 5 1 in. 3 m ft 2 8 2 5 Area = ______Area = ______Area = ______Area = ______ 22. OPEN-ENDED Find three different pairs of fractions that have the same product. ⋅ = ⋅ = ⋅ = Copyright © Big Ideas Learning, LLC Topic 6.3 58 REVIEW: Dividing Fractions Name ______ Key Concept and Vocabulary Visual Model 2 1 2 2 2 ⋅ 2 4 There are 2 “one-thirds” in two-thirds. — ÷ — = — ⋅ — = — = — Divide 3 2 3 1 3 1 3 fractions. ⋅ 2 1 2 3 — ÷ — = — ⋅ — = 2 3 3 3 1 Invert and multiply. 1 1 3 3 Skill Examples Application Example 2 1 2 5 2 ⋅ 5 1. — ÷ — = — ⋅ — = — = 2 5. You drive 25 miles in one-half hour. What 5 5 5 1 5 ⋅ 1 is your average rate? —2 ÷ = —2 —1 = —2 ⋅ 1 = —2 1 25 2 d 2. 5 ⋅ 25 ÷ — = — ⋅ — = 50 mi/h r = — 5 5 5 5 ⋅ 5 25 2 1 1 t 9 3 9 4 9 ⋅ 4 3. — ÷ — = — ⋅ — = — = 3 4 4 4 3 4 ⋅ 3 Your average rate is 50 miles per hour. 1 6 2 6 ⋅ 2 4. 6 ÷ — = — ⋅ — = — = 12 2 1 1 1 ⋅ 1 PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com Find the quotient. Write your answer in simplifi ed form. 3 1 1 2 1 1 2 6. — ÷ — = ______7. 4 ÷ — = ______8. — ÷ — = ______9. — ÷ — = ______5 5 2 3 6 6 3 2 3 3 3 3 7 10. — ÷ 2 = ______11. — ÷ 4 = ______12. — ÷ — = ______13. — ÷ — = ______3 4 7 7 7 3 1 9 1 1 1 3 14. 5 ÷ — = ______15. — ÷ — = ______16. — ÷ — = ______17. — ÷ 11 = ______2 4 4 4 2 11 Find the height of the rectangle or parallelogram. 18. 19. 20. 21. cm m ft in. 2 cm 5 1 ft 3 2 in. 8 1 m 10 1 2 3 1 Area = — ft2 Area = — cm2 Area = — in.2 Area = — m2 4 25 16 50 22. SPEED You drive 15 miles in one-fourth hour. What is your average speed? 5 23. MAGNETIC TAPE A refrigerator magnet uses — inch of magnetic tape. How many 8 refrigerator magnets can you make with 10 inches of magnetic tape? Explain. Copyright © Big Ideas Learning, LLC Topic 6.4 59 REVIEW: Simplifying Complex Name ______Fractions Key Concept and Vocabulary a — A complex fraction is a fraction Complex b a c a d Fractions Algebra: — = — ÷ — = — — , where b, c, d ≠ 0 that contains a fraction in its c ⋅ — b d b c numerator, denominator, or both. d To simplify a complex fraction, 2 — divide its numerator by its 3 2 5 2 6 4 Numbers: — = — ÷ — = — ⋅ — = — 5 3 6 3 5 5 denominator. — 6 Skill Examples 5 — 8 5 5 1 5 15 9 15 10 50 1. — = — ÷ 4 = — ⋅ — = — 2. — = 15 ÷ — = — ⋅ — = — 4 8 8 4 32 9 10 1 9 3 — 10 1 9 — — 3 1 5 1 7 7 16 9 3 9 8 3 3. — = — ÷ — = — ⋅ — = — 4. — = — ÷ — = — ⋅ — = — 5 3 7 3 5 15 3 16 8 16 3 2 — — 7 8 PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com Simplify the complex fraction. 3 9 7 — — — 2 20 2 10 5. — = ______6. — = ______7. — = ______8. — = ______6 4 12 9 — — — 5 7 20 2 12 3 — — — 3 5 17 14 9. — = ______10. — = ______11. — = ______12. — = ______16 7 8 13 — — — 27 10 49 27 9 4 — — — 32 10 6 5 13. — = ______14. — = ______15. — = ______16. — = ______7 3 1 22 — — — 8 6 25 1 3 16 — — — 24 4 5 21 17. — = ______18. — = ______19. — = ______20. — = ______18 1 16 8 — — — 7 10 9 Copyright © Big Ideas Learning, LLC Topic 6.5 60 REVIEW: Mixed Numbers and Name ______Improper Fractions Key Concept and Vocabulary Visual Model 5 1 5 1 — = 2— Mixed — = 2— 2 2 Numbers 2 2 1 1 improper mixed 2 2 1 1 1 1 1 1 1 fraction number â 2 2 2 2 2 2 2 1 2 Skill Examples Application Example 7 1 8 1. — = 2 — 2. — = 2 5. During a month, you used 13 half-hours of 3 3 4 phone time. How many hours did you use? —1 = —8 + —1 = —9 —3 = —15 + —3 = —18 3. 2 4. 3 13 13 1 6 and 4 4 4 4 5 5 5 5 — = 6— halves 2 2 one-half 1 You used 6— hours. 2 PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Write the improper fraction as a mixed number. 4 3 8 9 6. — = ______7. — = ______8. — = ______9. — = ______3 2 3 6 7 28 19 11 10. — = ______11. — = ______12. — = ______13. — = ______4 3 4 2 Write the mixed number as an improper fraction. 2 1 2 3 14. 2— = ______15. 5 — = ______16. 3— = ______17. 1— = ______3 4 5 8 18. Rewrite the sentence using a mixed number. Susan drinks fi ve-fourths of a quart of milk. 19. Rewrite the sentence using an improper fraction. Tom runs for 2 and one quarter hours. 5 7 13 20. NUMBER LINE Graph the improper fractions on the number line: — , — , and — . 3 2 3 012345 Copyright © Big Ideas Learning, LLC Topic 7.1 61 REVIEW: Adding and Subtracting Name ______Mixed Numbers Key Concept and Vocabulary Visual Model Add and 2 2 4 1 subtract. 2 — + 1 — = 3— = 4— 2 2 2 2 1 2 1 2 1 4 3 3 3 3 3 3 3 à 3 â 3 012345 6 1 3 6 3 3 5 — − 1 — = 4— − 1— = 3 — 5 5 5 5 5 Skill Examples Application Example 1 1 1 2 3 1 1. 3 — + 2 — = 3— + 2— = 5 — 5. Find the perimeter 2 in. 4 2 4 4 4 2 1 of the triangle. 1 in. 2 —3 + —4 = —7 = —2 1 1 1 1 2. 5 1 6 7 — + — + — = — 1 5 5 5 5 2 1 3 7 3 in. 2 2 4 4 4 5 − 1 = 5 − 2 = 3 = 1 1 3. 5— 3 — 5— 3— 2 — 2— The perimeter is 7— inches. 6 3 6 6 6 2 4 1 2 4 2 2 4. 4 — − 1 — = 3— − 1— = 2 — 3 3 3 3 3 PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Find the sum or difference. Write your answer in simplifi ed form. 1 1 2 1 4 4 2 1 6. 4— + 2 — = ______7. 1 — + 3 — = ______8. 5 — + 3— = ______9. 2 — + 4— = ______4 4 5 5 5 5 3 6 2 1 1 1 1 1 3 1 10. 7— + 3 — = ______11. 5 — + 5 — = ______12. 3 — − 2— = ______13. 4 — − 1— = ______3 3 2 2 4 2 4 2 3 3 1 1 1 1 3 1 14. 8— − 5 — = ______15. 7 — − 3 — = ______16. 1 — − — = ______17. 6 — − 6— = ______5 5 6 3 4 2 4 2 Find the perimeter of the triangle. 1 1 18. 3 in. 2 in. 19. 8 4 5 2 cm 6 2 3 1 cm 4 in. 3 4 Perimeter = ______ 1 2 cm = 6 Perimeter ______ 1 1 20. HEIGHT Sarah was 50— inches tall when she was 12 years old. She was 48— inches tall 4 2 when she was 11 years old. How much did she grow during the year? 1 1 21. NUMBER LINE Show the sum graphically on the number line: 3— + 2— . 4 2 012345 6 Copyright © Big Ideas Learning, LLC Topic 7.2 62 REVIEW: Multiplying Mixed Numbers Name ______ Key Concept and Vocabulary Visual Model 1 2 Multiply. 2 1 1 5 3 15 111 2 — × 1 — = — × — = — 1 2 1 2 2 2 2 4 2 1 1 1 2 2 4 Rewrite as improper fractions. 1 1 15 3 Area = 2— × 1— = — = 3— 2 2 4 4 Skill Examples Application Example 1 1 7 7 49 1 1. 3— × 2 — = — × — = — = 8— 5. Find the area 2 3 2 3 6 6 of the triangle. —3 —1 = —7 —9 = —63 = —7 1 1 3 in. 2. 1 ⋅ 4 ⋅ 7 Area = — ⋅ 1— ⋅ 3 4 2 4 2 8 8 2 2 2 2 12 5 60 1 3 3 9 1 3. 2— × 1 — = — × — = — = 4 = — ⋅ — ⋅ — = — = 2— 5 3 5 3 15 2 2 1 4 4 1 1 in. 2 1 1 3 3 9 1 1 4. 1 — 1 — = — — = — = 2— The area is 2— square inches. ( 2)( 2) ( 2)( 2) 4 4 4 PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Find the product. Write your answer as a whole number or mixed number in simplifi ed form. 1 1 2 1 1 1 1 6. 2— × 1 — = ______7. 4 — × 1 — = ______8. 1 — × 3 = ______9. 5— × — = ______3 3 3 2 2 6 3 3 1 1 1 7 3 3 10. — ⋅ 3 — = ______11. 5 ⋅ 4 — = ______12. 2— ⋅ — = ______13. 1 — ⋅ — = ______4 2 2 7 15 5 8 1 2 1 3 1 1 1 1 2 14. 1 — = ______15. 1 — = ______16. 2 — 3 — = ______17. 3 — — = ______( 3) ( 4) ( 2)( 3) ( 2)( 2) Find the area of the triangle. 18. 3 19. 2 in. 2 cm 2 3 Area = ______1 2 in. 4 cm 2 Area = ______ 20. RECIPE Rewrite the 1 2 — cups fl our recipe so that each 2 item is one-third of 2 tsp baking powder ______cups fl our ______tsp salt the full recipe. 4 Tbsp butter 1 ______tsp baking powder ______cup milk — tsp salt 2 3 — cup milk ______Tbsp butter 4 Copyright © Big Ideas Learning, LLC Topic 7.3 63 REVIEW: Dividing Mixed Numbers Name ______ Key Concept and Vocabulary Visual Model Rewrite as improper fractions. 1 Divide 2— into 1 2 112 Divide. fi ve equal parts. 1 ÷ = 5 ÷ 5 2 — 5 — — 1 2 2 1 Each part is — . 2 = —5 × —1 1 1 1 1 1 1 1 2 2 2 2 2 2 5 2 — ÷ 5 = — 2 2 1 = — 2 Skill Examples Application Example 1 5 5 5 2 1 1. 5 ÷ 2 — = — ÷ — = — × — = 2 5. You need 2 — inches of ribbon to make a 2 1 2 1 5 2 Blue-Ribbon award. How many awards 3 1 15 5 15 2 3 1 2. 3 — ÷ 2 — = — ÷ — = — × — = — = 1 — can you make with 35 inches of ribbon? 4 2 4 2 4 5 2 2 1 35 5 35 2 1 2 25 5 25 3 5 1 35 ÷ 2 — = — ÷ — = — × — = 14 3. 4 — ÷ 1 — = — ÷ — = — × — = — = 2 — 2 1 2 1 5 6 3 6 3 6 5 2 2 1 22 11 22 1 2 You can make 14 awards. 4. 7— ÷ 11 = — ÷ — = — × — = — 3 3 1 3 11 3 PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Find the quotient. Write your answer as a whole or mixed number in simplest form. 1 3 2 7 6. 4 — ÷ 9 = ______7. 3 — ÷ 8 = ______8. 4 — ÷ 7 = ______9. 1— ÷ 4 = ______2 7 3 9 1 1 3 1 10. 8 ÷ 1— = ______11. 32 ÷ 3 — = ______12. 11 ÷ 2 — = ______13. 9 ÷ 1 — = ______3 5 4 2 1 1 1 1 1 1 1 1 14. 5 — ÷ — = ______15. — ÷ 1 — = ______16. 1 — ÷ 1 — = ______17. 3 — ÷ 1 — = ______2 2 2 2 4 4 2 3 Find the missing dimension. 18. 19. 1 cm Area â 16 cm² 2ft2 Area â 10 ft² 1 5cm3 ft 1 20. RED RIBBONS You need 3— inches of ribbon to make a Red-Ribbon award. How many 2 awards can you make with 35 inches of ribbon? 21. SHIPPING You are stacking books into a shipping box that is 15 inches high. Each book 1 is 1— inches thick. How many books can you fi t in a stack? 4 Copyright © Big Ideas Learning, LLC Topic 7.4 64 REVIEW: Evaluating Expressions Name ______Key Concept and Vocabulary Visual Model Evaluating + variable Expressions x 2x 3 Value of Expression 1 2(1) + 3 5 Expression: 2x 2 + 3x − 6 2 2(2) + 3 7 Evaluate when x = 2. 3 + 9 2( 22 ) + 3(2) − 6 = 8 + 6 − 6 2(3) 3 = 8 4 2(4) + 3 11 Skill Examples Application Example 1. When x = 5, 3x + 4 is 3(5) + 4 = 19. 5. For a Celsius temperature C the Fahrenheit 9 temperature F is — C + 32. Find F when 2. When x = −1, 5x + 7 is 5(−1) + 7 = 2. 5 C = 25°. = 2 2 = 3. When x 3, 4x is 4 ( 3 ) 36. 9 9 — C + 32 = — (25) + 32 5 5 4. When x = 4, x 3 + 1 is 43 + 1 = 65. = 45 + 32 = 77 The Fahrenheit temperature is 77°. PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Evaluate the expression. 6. When x = 2, 3x − 1 = . 7. When x = −1, 3x + 9 = . 1 8. When x = 4, x 2 − 5 = . 9. When x = — , 3x 2 = . 2 10. When x = 3.1, 5x + 0.5 = . 11. When x = 0, 4x 2 + 5 = . 1 12. When x = 10, x 2 − 8x + 11 = . 13. When x = 2 — , 6x + 3 = . 2 Evaluate the perimeter when x = 3. = = 14. 2x P ______15. P ______x à 1 2x Ź 1 x 3x Ź 1 2x Ź 1 16. CARDINAL The weight of the cardinal (in ounces) is 0.6x + 11 after its eats x ounces of bird seed. How much does it weigh after it eats 2 ounces of bird seed? Copyright © Big Ideas Learning, LLC Topic 17.1 65 REVIEW: Writing Expressions Name ______and Equations Key Concept and Vocabulary Visual Model 2 + n = 6 Phrase: Two more than a number + Expression: 2 n Two more a is equal six. Sentence: Two more than a than number to number is equal to six. Equation: 2 + n = 6 Skill Examples Application Example 1. Five times a number: 5n 5. Write an equation for the following. “The price of $15 is the wholesale cost 2. Six less than three times a number: 3n − 6 plus a markup of fi fty percent.” 3. The sum of a number and one: n + 1 Let C be the wholesale cost. 50% of C is 0.5C. 4. A number divided by three: n ÷ 3 An equation is 15 = C + 0.5C. PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Write the verbal phrase as a mathematical expression. 6. The product of a number and two 7. 10 subtracted from a number 8. 19 less than twice a number 9. The sum of a number and three, divided by four 10. Five times the sum of a number and two 11. Seven less than four times a number Write the sentence as an equation. 12. Three times a number equals nine. 13. The difference of a number and nine is four. 14. Twelve divided by a number is four. 15. The sum of a number and seven is eighteen. 16. The volume of a cone is one-third the area of the base times the height. A cone has a volume of 20π cubic inches. Write an equation that can be used to solve for the height of the cone. h B = 4π in.² Copyright © Big Ideas Learning, LLC Topic 17.2 66 REVIEW: Simplifying Expressions Name ______Key Concept and Vocabulary Visual Model Algebra Tiles Simplifying Combine variable terms. Expressions á ź á á á 2x + 4 + 3x − 1 = 5x + 3 á á á à á â á á á á á á á á á Combine numerical terms. Skill Examples Application Example 1. 2x + 5x = 7x 5. The original cost of a shirt is x dollars. The shirt is on sale 30%30% 2. 1 + n + 4 = n + 5 for 30% off. Write a simplifed OffOff expression for the sale cost. 3. (2x + 3) − (x + 2) = x + 1 x − 0.3x = 0.7x 4. 2( y − 1) + 3( y + 2) = 5y + 4 The sale cost is 0.7x. PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Simplify the expression. (Remove parentheses and combine like terms.) 6. 4x + 6x = 7. 3n + 5 − 2n = 8. 9x + 3 − 6x − 2 = 9. 3(x + 2) = 10. 7m − 2m + 5m = 11. 2 − (x + 1) = 12. (3x + 6) − x = 13. 5 − (1 − n) = 14. (x + 6) − (x + 6) = 15. (4x − 2) + 3(x + 1) = 16. (5x + 4) − 2(x + 1) = 17. 5(x + 2) − 2(x + 2) = Write a simplifi ed expression for the perimeter of the rectangle or triangle. 18. 19. 20. 18x 18x 7x 5n 8x 9n 21x Perimeter = ______Perimeter = ______Perimeter = ______ 21. The original cost of a cell phone is x dollars. The phone is on sale for 35% off. Write a simplifi ed expression for the 35%35%35% sale cost. OffOffOff Copyright © Big Ideas Learning, LLC Topic 17.3 67 REVIEW: Writing and Graphing Name ______Inequalities Key Concept and Vocabulary Visual Model x > 2 x > 2: All numbers greater than 2 x ≥ 2: All numbers greater than −5 −4 −3 −2 −1 543210 or equal to 2 x ≥ 2 x < 2: All numbers less than 2 − − − − − x ≤ 2: All numbers less than 5 4 3 2 1 543210 or equal to 2 Skill Examples Application Example 1. x > 0: All positive numbers 5. A sign at a clothing store reads “Savings up to 70%.” Let S represent the percent of 2. x ≥ 0: All nonnegative numbers savings. Write an inequality to describe S. 3. x < 0: All negative numbers S can be equal to 70%. Or S can be less than 70%. 4. x ≤ 0: All nonpositive numbers An inequality is S ≤ 70%. PRACTICE MAKES PURR-FECT™ Check your answers at BigIdeasMath.com. Write an inequality for the statement. 6. All numbers that are less than 24 7. All numbers that are at most 3 8. All numbers greater than 10 9. All numbers that are no more than 5 10. All numbers that are at least 11 11. All numbers less than or equal to 8 Graph the inequality. 12. x > −1 13. x < 4 −5 −4 −3 −2 −1 543210 −5 −4 −3 −2 −1 543210 14. x ≤ 3 15. x ≥ 0 −5 −4 −3 −2 −1 543210 −5 −4 −3 −2 −1 543210 16. A sign at a shoe store reads “Savings up to 60%.” Let P represent the percent of savings. Write an inequality to describe P. $45 Shoe Sale $665 Savings up to 60% Copyright © Big Ideas Learning, LLC Topic 17.4 68