Gr.8 At-Home Work Package: April 20-May 1, 2020

Hello Grade 8’s!

Thank-you for all of the hard work you did in the last at-home booklet. While we are disappointed that classes are suspended indefinitely, we are grateful that we are able to continue learning with you this school year.

You’ll notice that the booklets will now focus mainly on ELA, Math, Social Studies and Science activities. This booklet is meant for two weeks of learning.

Daily challenges will now be sent through TEAMS, in your Band, Art, Phys Ed and Applied Arts classes.

We look forward to connecting with you again this week. As always, if you have any questions or would just like to chat, we are available through TEAMS and email.

We miss you!

Ms. De Guzman, Ms. Link, Mr. Wilson and Ms. Zawadowski

ELAELA Assignment Week #1 & 2:

Part A) Reading/Watching/Listening Reflection

Your task is to select two Fictional (Movies/Novels/TV Series) and two Non-fictional (TEDTalks/Biographies/”How-to”) pieces.

Each week, you will be asked to reflect on two of your pieces you chose and summarize to the best of your ability.

A great tip is to use the 5W’s (Who, what, where, when, why) to help you summarize your reading! After summarizing, we ask that you take some time to reflect on what you’ve watched/read and ask

critical thinking questions to help expand your understanding. Your reflection questions will be based around of the following questions:

Fiction (Movies/novels/TV series) Non-fictional (TED Talks/Biographies/” How-To”...etc)

Summarize your story without spoilers

What was your favorite moment and why?

What other stories does this remind you of and why?

Who would you recommend this book too and why?

What was your favorite quote? Why?

What was your informational book/video about?

What are some of the most interesting or important things you learned about your topic?

After finishing, do you think differently about the topic? Why?

Would you recommend this video to someone who also wants to learn about this topic? Why or why not?

o You are encouraged to write down your questions and answers and share your thoughts with family at home.

o Please feel free to share with your teacher during your weekly check ins!

Part B) Writing and Connect

This week, we are asking students try their hand at re-introducing themselves to their family members in their household.

Pretend to introduce yourself to them like you haven’t met them before! Take some time to think and reflect about your questions and answers, write them down! Below are some questions to think about that might help you get started

1. What is something you are good at doing?2. What is your favorite color and why?3. What is the story behind your name?4. Which country do you want to visit and why?5. What is your favorite cartoon?

6. What do you want to be when you grow up and why?

7. What is your favorite thing about school?8. What one thing do you want to change about

your school?9. What is your favorite season and why?10. What would you like to invent and why?

SOCIAL STUDIESGoal: We will begin this new unit by exploring and identifying the defining characteristics of civilizations during The Iron Age, which was also known as antiquity (500 BCE to 500 CE).

WEEK 1: Lesson 1 - Where in the World? The 5 civilizations we will be exploring are:

1. The Roman Empire2. Ancient Greece3. China4. Persia5. The Mayan Empire.

Task 1: Use the following map to guess where each of the each of the 5 Ancient Civilizations were located. Shade/Circle in the region, labelling to the best of your abilities. Remember you are guessing!

Task 2:Consider the 3 River Societies we learned about last unit (Nile River Valley, Mesopotamia, and Indus River). What civilizations do you think they are a part of now?

Nile River:The Nile River Valley is now a part of … I know this because …

Mesopotamia:

Indus River:

WEEK 1: Lesson 2- Important Places in AntiquityTask 1: As a society, we need to learn how to respect others’ way of life and their beliefs. We may not always agree, but it is important to be educated to deepen our understanding.

The following lists are of 3 civilizations (Greece, Rome, or Persia) and their important places.1) From each box, choose at least ONE important place and research a “fun fact” to share with your

classmates on the S.S. teams chat. 2) Develop at least 3-5 questions that would help you gather more information about this important

place. A great tip is to use the 5W’s (Who, What, Where, When Why) to help you create your questions!

For example: Greece – Athens: What was the population in Athens in 500BCE to 500 CE?

Greece Rome PersiaCreteMacedoniaAegean SeaIonian SeaSpartaAthensThebesTroyDelphiMount OlympusCorinth

ItalySardiniaCorsicaSicilyAdriatic SeaTiber RiverGaulFranceBritainAtlantic OceanGermaniaGermanyCarthage

IranAsia MinorTurkeyBabylonJerusalemPersepolis/ParsaMesopotamiaIraqArabian SeaPersian GulfEgyptNile RiverMediterranean SeaBlack SeaCaspian SeaRoyal Road

Task 2:Think about how you live your life and what you believe in. What beliefs do you have that differ from your family, friends, or community? How have they effected the way you live your life?

In a short response, answer the questions above.

Feel free to get creative with it by making a video, taking photos and captioning it, a drawing, a song, etc. Please share your response with your teacher.

WEEK 2: Lesson 3: Sort and Predict - Ancient CivilizationsTask 1:

1) Read and Sort the following list of characteristics into the civilization you think it belongs to. I suggest copying and pasting the text into the appropriate row on the provided table OR write down

their numbers in the appropriate row. Please do not Google the answers. This activity is not meant as “getting the answers” right, but about

using your critical thinking and reasoning skills to make educated guesses.

*Please do not change the colour of any text.Those in RED need to stay in red for an activity afterward.*

Rome

Greece

Persia

China

Maya

1) The first Olympic Games (776 BCE) began here: held every four years at Olympia. 2) This civilization is modern-day Iran. 3) The Circus Maximus, with gladiators and other competitions, began in this society. 4) This civilization began building a Great Wall to protect its borders from invaders (700–500 BCE). 5) Their gods, whose leader was Zeus, were said to live on Mount Olympus. 6) Pericles, a leader of the city-state of Athens, established citizenship laws about 450 BCE. 7) They had large cities with temples of many stories at the center of each city. 8) This empire built a Royal Road as a safe trade route from Asia Minor to the Mediterranean Sea. 9) The Dragon Boat Festival commemorated the death of a great poet during the period of the Qin (pronounced

CHIN) dynasty. 10) This was one of the first societies known to use “zero” as a placeholder in mathematics. 11) They had a polytheistic religion (many gods), and many myths that were used as teachings about the gods and

about the fate of humans. 12) The First Emperor of the Qin (CHIN) Dynasty united the warring states in about 221 BCE. 13) This civilization is known for its decorative designs and motifs. Their language was Latin; it became the basis for

French, Italian, Spanish, and other languages.14) Its “Golden Age” was from 487–404 BCE; many of its philosophers (thinkers), mathematicians, and writers

continue to be influential. 15) Known as K'ung fu-tzu, or “the Master,” Confucius traveled and taught about the life of virtue (551 BCE–479

BCE) in this civilization. Many Eastern religions were influenced by his teachings. 16) Two city-states—Sparta and Athens—went to war from 431–404 BCE, leading to the decline of this civilization. 17) Darius the Great (522–486 BCE) extended this Empire further into Asia Minor and Egypt.18) This civilization built a very long Silk Road to carry goods for trade in large caravans from the East to the West.

They traded silks, spices, and other goods. 19) A major city was Teotihuacán, with large structures built in a pyramid-like formation but with a flat, rectangular

top. 20) This empire was at its largest in about 300 CE, controlling the lands around the Mediterranean and much of

Europe, including Britain. 21) The Goddess of Corn was one of their main gods; they also had other gods associated with elements of nature. 22) Buddhism began to spread from India to this empire during antiquity. 23) These people often went to large outdoor theatres to watch plays. 24) This people’s most important crop was maize (corn). 25) This society was founded by King Cyrus (580–529 BCE), who defeated Babylon and dominated Mesopotamia. 26) The Han Dynasty defeated the Qin Dynasty. They were emperors for many years, developing trade and

continuing to build the Great Wall. 27) This empire had large cities, the largest being Rome, and an elaborate system of roads, public buildings, baths,

and aqueducts to carry water. 28) This civilization grew out of an ancient agricultural society called the Olmecs. 29) This civilization developed the idea of democracy and citizenship. 30) Their writing (calligraphy) became a form of art that exists to this day. 31) The famous philosophers Socrates and Plato lived and taught in this society. 32) A famous archeological find from this society is the Terracotta Army, a collection of sculptures placed in the

tomb of the First Emperors in 246 BCE. 33) This civilization developed the use of coins as money. 34) Their alphabet became the basis for the western world alphabet. 35) Many words from this language are the root of English words today. 36) This empire was defeated and its capital (Persepolis) was burned by Alexander the Great in 330 BCE. 37) They lived in Central America in the area now called Mexico, Guatemala, and Belize. 38) This empire grew rapidly to control many areas and had a very strong military and an elaborate system of roads. 39) They developed a beautiful, formal style of architecture, with graceful columns and symmetrical design that

influenced all later Western architecture. 40) They were excellent astronomers and developed a 260-day calendar based on the Sun. 41) Its first Emperor called himself Caesar Augustus; later emperors also took the title Caesar

Task 2: Choose one characteristic and ask your friends or family members what they think! See if you have similar or different answers. Make an opinionated poll or survey.For example: “This civilization is modern-day Iran.”

“Rome: 3 Greece: 2 Persia: 5 China: 0 Maya: 2 Total answers: 12”Feel free to share your poll or survey with your teacher.

Task 3:Using the space below, describe which civilization you placed it in (Rome, Greece, Persia, China or Maya), and why:Characteristic Civilization ReasoningA major city was Teotihuacán, with large structures built in a pyramid-like formation but with a flat, rectangular top.

This civilization built a very long Silk Road to carry goods for trade in large caravans from the East to the West. They traded silks, spices, and other goods.

They had a polytheistic religion (many gods), and many myths that were used as teachings about the gods and about the fate of humans.

The Circus Maximus, with gladiators and other competitions, began in this society.

SCIENCEWe will be starting a new unit this week… FANTASTIC FLUIDS!

Below you will find various lessons, reflection questions and activities. Please fill in the reflection questions/activities directly on this page. You can drop it off for your teacher when you pick up your next booklet or talk to your teacher about your answers during your weekly check in

Our first week will focus on new information. You can use the textbook pages that follow to get information.The second week will be used to complete experiments based on the information you learn this week.

WEEK 1:WHAT IS A FLUID? BEFORE READING:

1. Have you heard the word “FLUID” before? What does the word “fluid” mean to you?

2. In scientific terms, what do you think the word “fluid” means?

3. Do you know any examples of a fluid? List them below:

4. Read through the questions below BEFORE you read and answer them. This way you will know what to look for when reading! (Hint: this is a very useful reading strategy).

DURING READING:Answer the following questions as you read. REMEMBER textbooks usually have key words bolded or highlighted… there are often definitions written in the margins. Look for key words when reading.

1. What is a fluid? (pg. 180)

2. What two states of matter are considered fluids? (pg. 180)

3. Name 6 examples of fluids (be sure to include some from BOTH states of matter)? (pg. 180-181)

4. A Venn Diagram compares and contrasts different things. Characteristics that are the same between the two go in the middle. Things that are different go on the outside. Here is an example:

On pg. 182 the first two paragraphs talk about the characteristics of fluids. Liquids and gases have some similarities and differences when it comes to how they behave as fluids. Fill in the Venn diagram below.

5. Review! The particle theory of matter helps explain why fluids act the way they do. It states that

all matter is made of tiny particles particles have empty spaces between them particles are moving randomly all the time particles move faster and spread farther apart when they are heated particles attract each other

6. All fluids have the ability to flow. What is happening to the particles when a liquid or gas is flowing? (pg. 184)

AFTER READING:1. What is one thing you learned after reading and answering the questions?

2. What is the MAIN thing you will take away from this lesson?

3. What is ONE question/wondering you have after reading about fluids?

GASESLIQUIDS

FLOW RATE & VISCOSITY In Teams under resources there is a PDF file “Textbook – Chapter 7: Fluids”. You will use this to answer the questions below.

1. Flow rate is a term used to describe how quickly fluids move. It is always measured in a volume per unit of time (ex: Litres per minute = L/min). What are 4 things that can change the flow rate? (pg. 187)

1.

2.

3.

4.

2. What is viscosity? (pg. 188)

3. Two factors that effect a substances viscosity are cohesion and adhesion. Fill in the following chart to explain what each means (pg. 188-189)

Cohesion AdhesionDefinition

Real-life Example

WEEK 2: This week you will complete a few experiments relating to viscosity. Answer the analysis questions directly on this page.

The Great Viscosity Race! PART 1Background:Viscosity is the resistance of a fluid to a change in shape or movement. It is a property of a fluid that is difficult to measure. We know that thicker fluids have a high viscosity, while thinner fluids have a lower viscosity.Flow rate is a good indicator of viscosity. Flow rate is the time it takes for a fluid to flow from one point to another in a given time. The distance a fluid travels divided by the time it took to get there will be a rough estimate of the flow rate.

Question: Do some fluids flow faster than other fluids?

Materials: Variety of liquids

(choose at least 4) Masking Tape Pan

Parchment paper, wax paper, tinfoil, or plastic wrap

Timer Ruler

Hypothesis: Based on the four liquids chosen, make a prediction on which fluid will flow the fastest and why. Which fluid will flow the slowest and why. Rank the fluids chosen from 1-4... 1 being the fastest and “winner” of the race.

Rank Explanation (Why do you think this?)1 (fastest in race)

2

3

4 (slowest in race)

Procedure:

1. Line the pan with wax paper/parchment paper/plastic wrap/tin foil, taping it carefully down so it lays flat with no ripples or bumps

2. Create a start and finish line with masking tape or a marker on the pan. Measure a distance of AT LEAST 30cm between the start and finish line.

3. Build a ramp using something to hold up one side of the pan. 4. Select four different liquids to “race” and measure the same amount of each liquid in a cup/dish. 5. Test one liquid at a time to ensure accurate timing and to avoid liquids interfering with one another. You may

need to ask someone at home to help you with this next part. You are going to pour the liquid out at the starting line while starting the timer. Then stop the timer when the fluid gets to the finish line. Careful! Some liquids can go really fast!

6. Record the time in the results table below.7. Repeat these steps for the remaining 3 liquids.

8. Completely repeat this process with a new sheet of parchment paper/plastic wrap and the same four liquids to ensure reliability of your test results.

9. Calculate the average time between your two trialsTrial 1 + Trial 2 = _____ 2 = Average Time

Data:Fluid Time (Trial 1) Time (Trial 2) Average Time

Analysis: 1. Arrange your results in the following table using the average time:

Relative Rate Liquid Average Flow time (seconds) Viscosity

Fastest Least viscous

Slowest Most viscous

2. Write one or two sentences that describes the relationship between the flow time and the viscosity of a liquid.

3. Describe two sources of error that might have affected your results. What could you do to reduce or eliminate the error?

The Great Viscosity Race! PART 2Question: How does temperature and surface affect viscosity/flow rate of fluids?

Materials: Most viscous liquid from Part 1 Masking Tape Pan

Parchment paper, wax paper, tinfoil, or plastic wrap

Timer Ruler

Hypothesis: You will use the liquid from Part 1 that was the MOST VISCOUS (had the longest time). We will change the temperature and use different surfaces to see how this affects the flow rate. What do you think will happen?

Increase / decrease / no change

Explanation (Why?)

1. When we increase the temperature, I predict the flow rate will …..

2. When we decrease the temperature, I predict the flow rate will …..

3. When we change the surface to something smooth, I predict the flow rate will …..

4. When we change the surface to something rough, I predict the flow rate will …..

Procedure: Temperature:

1. Set up your experiment the same way you did in Part 1. 2. Prepare your liquid (the liquid from part 1 that was the most viscous) in three different ways:

a. Room Temperatureb. Cooled (put it in the fridge for at least 1 hour)c. Warmed (put it in the microwave for 30 seconds (please be careful with this step, get help from an adult

if needed)3. Test each liquid at a time to ensure accurate timing and to avoid liquids interfering with one another. You may

need to ask someone at home to help you with this next part. You are going to pour the liquid out at the starting line while starting the timer. Then stop the timer when the fluid gets to the finish line. Careful! Some liquids can go really fast!

4. Record the time in the results table below.5. Repeat these steps for each of the temperature points.

Surfaces:1. Set up your experiment the same way you did in Part 1. However, for this experiment you will be changing the

surface you pour it on. Choose 3 different surfaces (Example: tinfoil, plastic wrap, and a wood cutting board). Use whichever materials you have at home!

2. Test the same liquid you used for the temperature trials at room temperature.3. Test the liquid for each surface. You may need to ask someone at home to help you with this next part. You are

going to pour the liquid out at the starting line while starting the timer. Then stop the timer when the fluid gets to the finish line. Careful! Some liquids can go really fast!

4. Record the time in the results table below.5. Repeat these steps for each of the surfaces.

Data:Temperature

Fluid Time ObservationsRoom Temperature

Cooled

Warmed

SurfacesSurface Time Observations

Analysis: 1. For the temperature experiment, which temperature had the fastest flow rate? Which had the slowest flow

rate?

2. Why do you think temperature affects the flow rate the way it does? What is happening to the particles?

3. For the surfaces experiment, which surface had the fastest flow rate? Which had the slowest flow rate?

4. Why do you think surfaces affects the flow rate the way it does? What is happening to the particles?

5. Give one real-life example where the temperature of a fluid or surface that a fluid is flowing on/through is important. Be as detailed as possible.

MATHWeek 1- Multiplying Integers

REVIEW: An integer is a whole number, that can be positive or negative. Integers DO NOT have fractional or decimal components.

# Is it an Integer?9 ¾ NO! It has a fractional component.36 YES! It is a whole, positive number.-4.6 NO! It has a fractional component. (Remember, decimals are just

another representation of a fraction!)-2910 YES! It is a whole, negative number.

Last year, you learned how to add and subtract integers. This year, you will learn to multiply and divide integers. There are 3 scenarios that you will encounter when multiplying integers:

Scenario 1: Positive x Positive

Ex: 4 x 2

This year we have been focusing on reading multiplication questions properly. 4 x 2 would be read as “4 groups of 2”. This strategy will help you in understanding why a product of two integers ends up being positive or negative. HOWEVER: When working with integers, we have to add some ‘detail’ to the way we read our equations, specifically, whether the numbers are positive or negative. 4 x 2 would be read as “4 groups of positive 2”

Here are 4 groups of positive 2 shown on a number line:

We can see that 4 x 2 equals positive 8. We do not need to show a positive sign beside our 8; it is implied that a number is positive if it has no sign beside it.

Scenario 2: Positive x Negative (or Negative x Positive)

Example #1: (-3) x 2

We would read this multiplication sentence as “negative three groups of two”. That sounds pretty confusing, doesn’t it? We know that order doesn’t matter in multiplication, so we can rearrange this equation to become 2 x (-3). I suggest that you always move the positive number to the front of your equation. This will make the question easier to work with/understand.

If we arrange our equation and put the positive number at the front, we would get 2 x (-3). This would read as “two groups of negative 3”. How do we show negatives on a number line? We work on the left size of zero!

Here’s 2 x (-3) drawn on a number line:

We can see that two groups of (-3) leave us at (-6) on the number line. So, 2 x (-3) = -6.

----------------------------------------------------------------------------------------------------------------------Example #2: (-5) x 3

Step 1: “Flip” the equation so that the front integer is positive: 3 x (-5)

Step 2: Determine what the equation is saying, in sentence form.

3 x (-5) = “3 groups of negative 5”

Step 3: Draw a number line. Make sure you label your line, including zero. Then, draw in your groups, ALWAYS STARTING AT ZERO!

3 x (-5) = “3 groups of negative 5” = (-15)

------------------------------------------------------------------------------------------------------------------------------------------

Example #3: 4 x (-6)

Step 1: “Flip” the equation so that the front integer is positive. But wait! The front integer is already positive, so you don’t have to move anything around!

Step 2: Determine what the equation is saying, in sentence form.

4 x (-2) = “4 groups of negative 2”

Step 3: Draw a number line. Make sure you label your line, including zero. Then, draw in your groups, ALWAYS STARTING AT ZERO!

4 x (-2) = “4 groups of negative 2” = (-8)

Is there a rule for multiplying negative and positive integers? If we look back at the answers from our examples today, they are all negative. So, yes! The rule is:

When multiplying a negative and positive integer, the answer will always be negative! Why? Well, when we put groups of negatives together, we get more negatives.

(-) x (+) = (-)

(+) x (-) = (-)

STOP! PRACTICE TIME! Your learning for Day 1 is complete. Tomorrow you will practice what you learned!

Practice Multiplying Negative and Positive Integers

Yesterday, we learned how to show the multiplication of negative and positive integers on a number line by reading our questions as “groups of”. Today, you will practice a few examples. You can either do this in word or do it by hand (however, doing it by hand is much easier than in Word 😊) This assignment does not need to be handed in on TEAMS. It is only for you to practice the concept! The answers are provided on the following page for you to check and review your own work. Ms. Link and Ms. Zawadowski are available in TEAMS should you have any questions.

Part A) Draw Number Lines: Complete the chart and draw a # line. Remember to label your number line and always start at zero!

Flip

(+ integer in front)

What is it Saying? # Line

Ex: (-3) x 5

5 x (-3) 5 groups of negative 3

Ex: 4 x (-4)

N/A 4 groups of negative 4

a) (-2) x 8

5 x (-4)

(-6) x 3

7 x (-2)

(-3) x 3

Part B) Use “The Rule”

We generalized a rule yesterday that multiplying negative and positive integers by each other will always result in a negative answer. Find the answer to these questions without making a # line, but by simply multiplying the numbers as usual and putting a negative sign in front! Since we no longer have to draw number lines, you will notice the products of these questions are larger.

a) (-10) x 4 b) (-12) x 6 c) 4 x (-8)

d) 9 x (-8) e) (-7) x 5 f) (-11) x 9

g) 6 x (-8) h) 2 x (-15) i) (-33) x 3

Answer Key:

Part A) (-2) x 8 = (-16) 5 x (-4) = (-20) (-6) x 3 = (-18) 7 x (-2) = (-14) (-3) x 3 = (-9)

Part B) a)(-10) x 4 = (-40) b) (-12) x 6 = (-72) c) 4 x (-8) = (-36)

d) 9 x (-8) = (-72) e)(-7) x 5 = (-35) f) (-11) x 9 = (-99)

g) 6 x (-8) = (-48) h) 2 x (-15) = (-30) i) (-33) x 3 = (-99)

Multiplying Two Negative Integers

Scenario 3) Negative x Negative

The use of numbers lines, like we used in the last lesson, is not effective when multiplying two negative numbers. Instead we will use a different approach:

Last year, you learned that subtracting negatives creates a positive. Why? Well, if you take something bad (or negative) away, it is a positive thing. Ex: If we take away pollution (negative), that is a good thing! This same logic applies when multiplying negatives. If we take away groups of negatives, we are actually creating positives.

The multiplication question, (-4) x (-3), is really asking us to subtract 4 groups of negative -3.

Ex: (-4) x (-3) is that same as -(-3) – (-3) – (-3) – (-3)

Since we know that subtracting a negative is the same as adding, the equation becomes:

+ 3 + 3 + 3 + 3+ 3 which equals positive 12

Ex: (-5) x (-5)

This question is asking us to take away 5 groups of negative 5.

- (-5) – (-5) – (-5) – (-5) – (-5) 5 + 5 + 5 +5 +5 = positive 25

Ex: (-6) x (-2)

This question is asking us to take away 6 groups of negative 2.

-(-2) – (-2) – (-2) – (-2) – (-2) – (-2) 2 + 2 + 2 +2 +2 +2 = positive 12

------------------------------------------------------------------------------------------------------------------------------------------

Is there a rule for multiplying negative and positive integers? If we look back at the answers from our examples today, they are all positive. So, yes! The rule is:

When multiplying two negative integers, the answer will be positive!

-------------------------------------------------------------------------------------------------------------------------------

Finish your lesson by watching the following video from Khan Academy. It gives a great explanation of multiplying integers:

https://www.khanacademy.org/math/arithmetic/arith-review-negative-numbers/arith-review-mult-divide-negatives/v/why-a-negative-times-a-negative-makes-intuitive-sense

STOP! PRACTICE TIME! Your learning for Day 3 is complete. Tomorrow you will practice what you learned!

Practice Multiplying Negative Integers

Complete the following table, turning the negative multiplication question into repeated subtraction. This assignment does not need to be handed in on TEAMS. It is only for you to practice the concept! The answers are provided on the following page for you to check and review your own work. Ms. Link and Ms. Zawadowski are available in TEAMS should you have any questions.

Part A) Complete the chart and draw a # line. You can answer in the table provided, or write down the questions by hand.

Multiplication Question

In Words As Repeated Subtraction As Addition Answer

Ex: (-3) x (-2) Take away three groups of negative 2

- (-2) – (-2) – (-2) 2 + 2 + 2 6

(-4) x (-4)

(-5) x (-10)

(-3) x (-15)

(-2) x (-6)

(-4) x (-12)

(-3) x (-8)

Part B) Practice using ‘The Rule’

We generalized a rule yesterday that multiplying two negative integers will always have a positive answer. Find the answer to these questions without using repeated subtraction, but by simply multiplying the numbers as usual and putting a positive sign in front!

a) (-6) x (-6) b) (-4) x (-25) c) (-12) x (-3) d) (-9) x (-8)

e) (-13) x (-5) f) (-11) x (-7) g) (-27) x (-2) h) (-110) x (-10)

i) (-5) x (-6) j) (-24) x (-8) k) (-2) x (-2) l) (-7) x (-11)

Answer Key:

Part A) (-4) x (-4) - (-4) – (-4) – (-4) – (-4) 4 + 4 + 4 + 4 = 16

(-5) x (-10) - (-10) – (-10) – (-10) – (-10) – (-10) 10 + 10 + 10+ 10 + 10 = 50

(-3) x (-15) - (-15) – (-15) – (-15) 15 + 15 + 15 = 45

(-2) x (-6) - (-6) – (-6) 6+6 = 12

(-4) x (-12) -(-12) – (-12) – (-12) – (-12) = 12 + 12 + 12 +12 = 48

(-3) x (-8) -(-8) – (-8) – (-8) 8 + 8 + 8 = 24

Part B)

a) 36 b) 100 c) 36 d) 72 e) 65 f) 77 g) 54 h) 1110 i) 30 j) 192 k) 4 l) 77

Week 2: Integer Timeline Project

Your job is to create a timeline of your life, past AND future, to demonstrate your understanding of multiplying integers.

Your number line will use 2020 as “zero”, as this is the present year. You will then identify 5 important events from your past (the negative portion of the number line), and 5 goals for the future (the positive portion of the number line). For each event, you need to create a multiplication equation using integers to show how many years in the past or future the event takes place.

Ex: Miss Z puts when she was born (in 1990) on her number line. Since the event was thirty years in the past, she has to come up with an equation that will equal (-30). She knows that a negative multiplied by a positive will make a negative, so (-5) x 6 = (-30).

Here are the requirements:

o You need 10 events on your timelineo You can only have TWO questions that multiply two positive numbers 😊 The remaining 8 need to use (- x +)

or (- x -)o Fill in the ‘Rule’ chart below to remind yourself of last week’s lessons. Use your notes to help yourself!

Question Answer

Positive x Positive Positive

Positive x Negative (or Negative x Positive)

Negative x Negative

Day 1- Choose your 5 past events and fill in the table (found on the next page). Remember, all of the answers will be NEGATIVE. You can either use the chart right here in Word or create one on paper.

Year Event +/- from present year Multiplication Equation

PAST EVENTS

Ex: 1990 Miss Z is born -30 years (-5) x 6 = (-30)

1.

2.

3.

4.

5.

FUTURE EVENTS

Ex: 2024 Miss Z will buy her 1st Home +4 years (-2) x (-2) = 4

6.

7.

8.

9.

10.

Day 2: Continue working in the chart from yesterday, filling in your 5 future goals. Remember, these answers will be POSITIVE.

Day 3, 4 & 5 : Create your timeline. I recommend you make it by hand and then take a picture and upload it into teams. You are welcome to try and make it on the computer in Word- but it may be tricky and time consuming! If you make it by hand, no surprise here: you need to have neat, straight lines. Make sure it is in chronological order 😊

Here’s Miss Z’s timeline as an example:

Please upload your finished assignment to the “Integer Timeline” Assignment in TEAMS (either as a document or picture).