6th GRADE

Distance Learning Packet 1 ANSWER KEY

Week 1

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Table of Contents ENGLISH LANGUAGE ARTS

ELA Lesson 1 ANSWER KEY……………………………………………………… page 2

ELA Lesson 2 ANSWER KEY……………………………………………………… page 3

ELA Lesson 3 ANSWER KEY……………………………………………………… page 4

MATHEMATICS

Math Lesson 1 ANSWER KEY……………………………………………………… page 5

Math Lesson 2 ANSWER KEY……………………………………………………… page 9

Math Lesson 3 ANSWER KEY……………………………………………………… page 13

SCIENCE

Science Lesson 1 ANSWER KEY…………………………………………………… page 17

Science Lesson 2 ANSWER KEY…………………………………………………… page 18

SOCIAL STUDIES

Social Studies Lesson 1 ANSWER KEY…………………………………………… page 19

Social Studies Lesson 2 ANSWER KEY…………………………………………… page 21

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ENGLISH LANGUAGE ARTS - Week 1 Lesson 1: ELA Bootcamp Day 1: Nouns Learning Objective: Students will be able to define and provide examples of nouns by identifying the types of nouns used in each sentence. English Language Arts Standard:

• 6.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

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1. Idea

2. Thing

3. Place

4. Idea

5. Person

1. P: Games, contests, prizes S: day

2. S: celebration, field, City Hall P: miles

3. S: race P: children

4. P: Parents, children, clotheslines S: laundry

5. P: Shirts, sleeves

1. P: Post Malone, Thursday, July C: morning

2. P: Drake C: car, week

3. P: Doja Cat, Chicago, Cubs C: friend, sister, baseball 4. P: Skokie, Wrigley Field C: car, train

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ENGLISH LANGUAGE ARTS - Week 1 Lesson 2: ELA Bootcamp Day 2: Pronouns Learning Objective: Students will be able to define and provide examples of pronouns by identifying the types of pronouns used in each sentence. English Language Arts Standard:

• 6.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

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1. You, he, you

2. He, his, we, him

3. My, I

1. their

2. their

3. its

4. them

5. our

1. his

2. their

3. its

4. His

5. Your

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ENGLISH LANGUAGE ARTS - Week 1 Lesson 3: ELA Bootcamp Day 3: Adjectives Learning Objective: Students will be able to define and provide examples of pronouns by identifying the types of pronouns used in each sentence. English Language Arts Standard:

• 6.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

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1. DONE FOR THEM: difficult math lesson

2. Green crayon

3. Beautiful mosiac, art teacher

4. Baseball team, hard-fought victory

1. More exciting

2. longer

3. More important 4. Smaller

1. Most exciting

2. longest 3. Most important 4. Most beautiful 5. smallest

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MATHEMATICS - Week 1 Lesson 1: Arithmetic with Whole Numbers and Money; Variables and Evaluation Learning Objectives: Students will be able to distinguish between counting numbers and whole numbers by understanding the definitions; identify four fundamental operations of arithmetic; express dollars and cents correctly; evaluate an expression with variables by calculating its value when the variables are assigned specific numbers. Math Standards:

• 6.EE.A.2a and b: Write expressions that record operations with numbers and variables. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, and coefficient); view one or more parts of an expression as a single entity.

• 6.EE.B.6: Use variables to represent numbers and write expressions when solving mathematical problems and problems in real-world context; understand that a variable can represent an unknown number or any number in a specified set.

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MATHEMATICS - Week 1 Lesson 2: Properties of Operations Learning Objectives: Students will be able to simplify computations with integers, fractions and decimals by using the associative and commutative properties of addition and multiplication, and the distributive property of multiplication Math Standards:

• 6.EE.A.2b and c: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, and coefficient); view one or more parts of an expression as a single entity. Evaluate expressions given specific values of their variables. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).

• 6.EE.B.5: Understand solving an equation or inequality as a process of reasoning to find the value(s) of the variables that make that equation or inequality true. Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

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MATHEMATICS - Week 1 Lesson 3: Unknown Numbers in Addition, Subtraction, Multiplication, and Division Learning Objectives: Students will be able to find the value of a variable in addition, subtraction, multiplication and division by utilizing fact families. Math Standards:

• 6.EE.A.4: Identify when two expressions are equivalent. For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

• 6.EE.B.5: Understand solving an equation or inequality as a process of reasoning to find the value(s) of the variables that make that equation or inequality true. Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

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SCIENCE - Week 1 Lesson 1: The Importance of Measurement Learning Objective: Students will be able to read a metric ruler and record the length of a given line segment and understand the importance of measurement in the field of science and will show mastery of the topic by scoring at least a 70% on the activity. Science “Core” Standard:

• U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

________________________________________________________________________________ Answers for Finding Metric Length:

1. 10 cm 2. 6.5 cm 3. 5 cm 4. 6 cm 5. 7.5 cm 6. 5.5 cm

7. 4.5 cm 8. 3 cm 9. 11.5 cm 10. 2 cm

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SCIENCE - Week 1 Lesson 2: Build Your Own Balance Learning Objective: Students will be able to construct a simple balance to estimate the weight of ten listed objects and will show mastery with a 70% or higher on the activity. Science “Core” Standard:

• U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

________________________________________________________________________________ Build Your Own Balance (Lesson 2): Answers Part 1: Length Answers will vary. Check to see that answers are reasonable. For Question 5, check to see that the student correctly converted from handspans to cm. Part 2: Volume Answers will vary. Check to the see that the answers are reasonable. If you are requiring pictures for the assignment, please check to see that the pictures clearly show the purpose of the activity. Part 3: Mass/Weight Answers will vary for the 7 items the student chose to measure. Check for reasonableness of the answers and if students substituted items that the measurements are reasonable for any substituted items. For the final two questions at the end of the activity, answers will again vary but should show scientific reasoning in their answers. Check to make sure the answers reasonable answer the question with scientific accuracy.

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SOCIAL STUDIES - Week 1 Lesson 1: An Introduction to Social Studies Learning Objective: Students will become familiar with the importance of social studies and learning about the past by completing a short writing task and responding to questions. Social Studies “Anchor” Standards:

• C1: Civic virtues and democratic principles are key components of the American political system.

• C2: Citizens have individual rights, roles, and responsibilities. ________________________________________________________________________________ Write your story about the family in the lines below:

• Answers for this will vary. They need to focus on explaining how they came up with their ideas. This is how a historian’s brain works!

Number of family members: explain how you came up with your answer. - example: “I believe there are 3 family members. I believe this because, there is a doll and a soccer

ball. This could be because they family has a child that likes to play with both. I am also then

assuming there are two parents/guardians. Etc"

Ages of family members: explain how you came up with your answer. -example: “I believe they parents/guardians are in their 30’s because they are trying to be healthy and

are young enough to play soccer with the child and walk the dog! The child is about 5-9 years old

because they have a doll but they may be older and out grew it since it was in the trash!”

Time of year: explain how you came up with your answer. -example: “I believe it is after Thanksgiving because they threw away their pumpkin! This means they

are moving into a season/holiday that no longer requires or has a pumpkin the symbolizes it. And

what Thanksgiving does not have a pumpkin!”

3 other facts about the family: explain how you came up with your answer. -example: “The family is healthy! They have a dog or Shaggy living with them. They may also be

lactose intolerant because they had soy milk!”

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Response Question:

Focus on the following points when grading: • Studying social studies allows us to question whether our past is likely to “repeat” and gives us

clues on how to create a better future. • When we use the disciplines such as geography, economics, and psychology we are able to

answer questions such as “Why do people live a certain way? And how does this affect their future?” These questions give us guidance on understanding our differences and learning to be empathetic.

• We can look at our past through a lens of a well rounded-citizen. • We know how to ask the right questions and we look at the past from all different aspects! • Provide explanations to your responses! This is key! Any argument can be made with the right

evidence!

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SOCIAL STUDIES - Week 1 Lesson 2:

Primary Sources vs. Secondary Sources Learning Objective: Students will understand the difference between primary and secondary sources completing tasks that require identifying and labeling different types of sources. Social Studies “Anchor” Standards:

• SP2: Thinking within the discipline involves the ability to identify, compare, and evaluate multiple perspectives about a given event to draw conclusions about that event since there are multiple points of view about events and issues.

________________________________________________________________________________ Identify the type of source: 1. Secondary

2. Secondary

3.Primary

4.Primary

5. Secondary

6. Primary

7. Primary

8.Secondary

9.Primary

Historical Event: What type of sources would I use?

• Primary Source Examples:

o The Declaration of Independence

o The Treaty of Paris

o Letters from soldiers/war veterans

o Invoices or records from generals, government officials about the war.

o A uniform from the time period

• Secondary Source Examples:

o A documentary on the Revolutionary War

o A textbook chapter

o An article about George Washington

o A cartoon about the Declaration of Independence

o Guided notes from your teacher on the Revolutionary War