6th Grade
Lesson 7 - Measurement. The most important thing to remember is to label your answers! Many of you are forgetting and are losing points because of that, so when the question asks how long a line segment is, be sure you are writing the answer with cm, mm, or in. (Whatever the measurement on the ruler says.)
7th Grade
Spelling - The class took the Spelling test for Unit 1 today. Each word missed of the main 20 words will be 5 points off. For each challenge word spelled correctly, 1 point will be added to the score. The most points possible for each Spelling test is 108%. There were a few of those on Friday! Good job. No homework!
Vocabulary - Do not forget! Vocabulary cards are due on Monday. Each card must have the following:
- unit number
- word
- accent mark in front of the correct syllable (look at the pronunciation)
- part of speech
- complete definition
Vocabulary Unit 1 is due on Tuesday! This includes the following sections: Completing the Sentence, Synonyms, Antonyms, and Choosing the Right Word
Grammar - p. 282 - Exercise. pp. 283-84 Exercises A & B. Follow the directions! Take your time and make sure you are catching all the capitalization mistakes. Remember, you only capitalize the first word in sentences, the pronoun "I", and all PROPER names - of specific people, places, or things. Look back at all the tan boxes for help.
Literature - Answer the questions for the story, "The Third Wish". Thinking About the Selection - #1-10 and Analyzing Literature #1-2. You will find the questions at the end of the story in your Literature textbook. Remember to use complete sentences! Don't start a sentence with the word "because" because you will most likely not write a complete sentence. Rephrase the question as you answer it. Don't forget punctuation! It counts in everything.
Math - This will be a long explanation because I know some of you weren't real sure how to do everything. When you subtract integers, there are four possible problems you will come across. The first one I'm going to mention is negative minus negative.
For example: (-3) - (-5) = +2
Remember, for "minus a negative" (like the - (-5) in the above problem) you can change it to "plus a positive" like this: (-3) + (+5). From there, you would follow the rule for adding integers: If the signs are different, subtract and use the sign of the bigger number. So, 5 minus 3 is 2 and since the number 5 is a positive number, the answer is positive: +2. If this is still fuzzy, you can draw your own tiles using red and yellow markers, crayons, or colored pencils. Like the following problem: (-4) - (-7) = +3
First, start with 4 negative squares. Since you only have four, you can't take away 7 negative squares without adding "zero pairs". Remember, to add a zero pair, add one negative square and one positive square. Since this equals zero, it doesn't change the original number of -4. Add three zero pairs so you will now have 7 negative squares. Now you can cross off 7 negative squares (subtracting negative 7). What you have left are three positive squares.
Without using squares, you would change it like this: (-4) - (-7) = (-4) + (+7)"minus a negative" to "plus a positive"
Now it is an addition problem, so since the signs are different, subtract 7 minus 4. That is 3 and since the number 7 is bigger, the answer is positive: +3
Sometimes, you will have one like this: -5 - -3
Here, you can put down 5 negative squares. You CAN take away three negative squares, so you don't have to add zero pairs this time.
Without the squares, you would have: (-5) - (-3) = (-5) + (+3)
Again, "minus a negative" to "plus a positive" add follow the rule for adding integers. The signs are different, so subtract and use the sign of the bigger number. 5 minus 3 is 2 and since 5 is bigger and it's a negative, the answer is (-2).
Next, you might have a positive minus a negative. I didn't do this one with squares, but if you had this problem: (+3) - (-5), you would change the "minus a negative" to "plus a positive" and you would have this problem: (+3) + (+5) which is just adding two postive numbers now! It would equal +8. (Signs are the same, so add the numbers and keep the same sign.)
Next, you might have a positive minus a positive. If the second positive number is smaller than the first, this is just a normal, everyday subtraction problem, like 10-2. That equals +8 and you don't have to think about it! If, however, the second number is BIGGER, you can do this:
If you start with (+4), that is 4 yellow squares. Say your problem is: (+4) - (+5). Since you don't have 5 yellow squares to take away, you need to add one zero pair to give you one more yellow square. Then you can cross off 5 yellow squares. You are left with (-1) as your answer.
Without the squares, it would look like this:(+4) - (+5) = (+4) + (-5)
You change the minus sign to a plus sign, and change the sign of the next number. So the (+5) changed to a (-5). Now, you follow the rules for adding integers. The signs are different so subtract 5 minus 4. That equals 1 and since 5 is bigger than 4, you use the negative sign and get (-1).
The last kind of problem you might have is negative minus a positive.
For example: (-3) - (+5). Here, you can change the minus sign to a plus sign and change the sign of the next number. Like this: (-3) + (-5). You would then follow the rule for adding integers. The signs are the same now so you add and keep the same sign. The answer is (-8).
Here it is with squares: Start with (-4). If your problem is (-4) - (+2), you don't have any positive squares to take away, so you need to add zero pairs. Now you can take away the two positive squares and you are left with (-6).
One last time without the squares: (-4) - (+2) would change to (-4) + (-2). Change the minus to a plus and change the sign of the next number, so the (+2) changes to (-2). Now, follow the rules for adding integers, since the signs are the same, add and keep the same sign. Your answer is (-6)
I hope this helps!
The assignment is 1-4, #2-30 ALL.
8th Grade
The assignment is Lesson 1-5, #2-40 even.
For #2-8, you should have numbered your number line that I gave you just like the number line in the practice book. To put the numbers on the number line, first change any fractions to a decimal by dividing the TOP INTO THE BOTTOM. Once you have the decimal, focus on the tenths place. If the number is -1.75, think about this as -1.7. You will go to the left to the -1 and then 7 little lines in between the -1 and -2. -1.75 will be between the 7th and 8th little line between the -1 and -2. It will be hard to put this in the correct place if you do not change them into decimals! Your number line is in tenths, so it will be much easier. For #10 and 12, if you just change the fractions into decimals, it will be easy to compare them.
For #14-20, remember that you can cross multiply like this:
Since -65 is greater than -70 (think about how -65 is further to the right on the number line), -5/7 > -10/13
If you have mixed numbers, first change them into improper fractions by doing the "u-turn" and then cross multiply like above.
For #22 and 24, you are ordering fractions. In order to do this, you must find a common denominator and change the fractions as if you were going to add them. Then order the numerators. Remember, that when you have negatives, think about which numbers are further to the right on the number line. -2 is greater than -10, for example, so -2/13 is greater than -10/13.
For #26 & 28, you are ordering decimals. Line them up as if you were going to add them, add in any zeroes to make them all have the same number of places and order. Again, keeping in mind the negatives. -1.3 is greater than -1.5
For #30 & 32, you will need to change the fractions into decimals first and then order them like #26 and 28.
For #34 & 36, follow the instructions. You will NEED to use a calculator, so it is okay!
*38 is like #30 and #32.
#40 is just comparing two fractions.
I hope this is helpful!
See you on Monday,
Mrs. Swickey
