grade 6 family resources grade week 10...english language arts grade 6 week 10 6th grade week 10 new...

Grade 6

Family Resources

Week 10

May 27 – June 2, 2020

English

Language

Arts

English Language Arts

GRADE 6 WEEK 10

6th Grade Week 10

New Learning

Learning Summary Students will use their Close Reader and Performance Assessment to complete 30 minutes of literacy work each day.

Reading

Text: Comparing versions of “The Prince and the Pauper” pages 115-128[Close Reader] Task 1:

• Re-Read “The Prince and the Pauper” pages 115-120.

Task 2:

• Read “from the Prince and the Pauper” dramatization and graphic story pages 121-128 [Close Reader]. Answer the READ questions for both texts.

Task 3:

• Re-read both texts and respond to the REREAD questions for the dramatization and graphic story.

Reader Response

Text: “from The Prince and the Pauper” dramatization and graphic story pages 121-128 [Close Reader] Task 1:

• On pages 124 and 128 in the Close Reader answer the Short Response questions.

Task 2:

• Compare and contrast the three versions of “The Prince and the Pauper” using the T-Chart graphic organizer.

Comprehension Strategies

Task 1:

• Listen to all three versions of the story using the Collection online text/audio. How does reading a story compare to listening to the audio version? Which did you enjoy more; reading or listening? Why?

Task 2:

• Of the three versions of the story “The Prince and the Pauper,” Which version did you enjoy the most? Why? Which did you like the least? Why?

Independent Reading

• Read self-selected text for an additional 30 minutes each day.


GRADE 6 WEEK 10

Writing Performance Assessment

Literary Analysis – Step 2 Practice the Task pages 76-83 [Performance Assessment] Task 1:

• Read Source Materials for Step 2 pages 76-81

Task 2:

• Complete the Respond to Questions on Step 2 Sources pages 82-83

Other

Enrich your Learning with Collections Online Resources

• Level Up Tutorial: Vocabulary Skills and Strategies-Literal and Figurative Meanings

• Text in Focus Videos-Collection 6-Reading Stage Directions

• Interactive Lessons: Writing Informative Texts-Introduction


GRADE 6 WEEK 10

“The Prince and the Pauper” versions: from the Novel, Dramatization, and Graphic Story

Similarities

Differences

Students

with

Individual

Educational

Plans

ELA Accommodations & Modifications

GRADE 6 WEEK 10

6th Grade Week 10

New Learning

Learning Summary Students will use their Close Reader and Performance Assessment to complete 30 minutes of literacy work each day. Accommodation: Break into chunks manageable for student Allow student to take frequent five minute breaks before coming back to work

Reading

Text: Comparing versions of “The Prince and the Pauper” pages 115-128[Close Reader] Task 1:

• Re-Read “The Prince and the Pauper” pages 115-120.

Task 2:

• Read “from the Prince and the Pauper” dramatization and graphic story pages 121-128 [Close Reader]. Answer the READ questions for both texts.

Accommodations: Read the play with one or two other people. Break up parts between people. Remember, parts in ( ) and italics are directions for the actors, not part of the lines. Dialogue is conversation between characters. Read Questions for dramatization (1, 3 and 4) Read Questions for graphic (1 and 3) Task 3:

• Re-read both texts and respond to the REREAD questions for the dramatization and graphic story.

Reread questions for dramatization (2 and 5) 2. Sentence starter: The stage directions help… For example, … 5. Skip unless directed by teacher Reread questions for graphic (2 and 4) 2. The illustrations, or pictures, display that the boys… 4. Skip unless directed by teacher

Reader Response

Text: “from The Prince and the Pauper” dramatization and graphic story pages 121-128 [Close Reader] Task 1:

• On pages 124 and 128 in the Close Reader answer the Short Response questions.

Accommodations Dramatization Sentence Starter: The stage directions help…by…


GRADE 6 WEEK 10

For example, (insert text evidence)… The dialogue helps by… This is seen (insert text evidence)…

Task 2:

• Compare and contrast the three versions of “The Prince and the Pauper” using the T-Chart graphic organizer.

Accommodations: Pick between using the T Chart or a three circle VENN Diagram (included): Remember…where the circles combine is the similar (or same). Where they are all by themselves is where they are contrast (or different).

Comprehension Strategies

Task 1:

• Listen to all three versions of the story using the Collection online text/audio. How does reading a story compare to listening to the audio version? Which did you enjoy more; reading or listening? Why?

Accommodations: Use two circle VENN (included) or create a T Chart to compare and contrast audio vs. reading. Sentence Starters: Reading the story compares to listening… I enjoyed… because…

Task 2:

• Of the three versions of the story “The Prince and the Pauper,” Which version did you enjoy the most? Why? Which did you like the least? Why?

Sentence Starters: The version I enjoyed the most… because… The one I enjoyed the least…because…

Independent Reading

• Read self-selected text for an additional 30 minutes each day. Remember this can be broken up into small increments. Accommodations: Stories in HMH online/www.openlibrary.org/Achieve 3000 Partner Read

Writing Performance Assessment

Literary Analysis – Step 2 Practice the Task pages 76-83 [Performance Assessment] Task 1:

• Read Source Materials for Step 2 pages 76-81 Accommodations: Break up reading into multiple chunks (don’t read all at one time)… see accommodations for reading and writing. Task 2:

• Complete the Respond to Questions on Step 2 Sources pages 82-83 Accommodations: Sentence Starters for Constructed Response questions: 4. Each of the six men… I know this because (cite evidence)…


GRADE 6 WEEK 10

5. The reaction of… are similar in that… This is seen (cite evidence)… 6. Folk tales tell you… A person’s viewpoint (can or can’t)…because… For example, (cite evidence)….

Accommodations

Reading: Partner read with student reading at least five sentences at a time. High light answers/evidence in the text Have student restate what he/she heard/read at the end of each paragraph Use HMH Collections passage reader to read aloud Writing: Access to Word through Office 365 for all writing assignments. - speech to text to write (microphone) -text to speech to hear read back. (search “immersive reader” to activate) -Editor options (looks dark blue with lines to the right) will allow you to decide which editing you would like to have automatically. Use of sentence starters at the end of each section above.

Other

Enrich your Learning with Collections Online Resources

• Level Up Tutorial: Vocabulary Skills and Strategies-Literal and Figurative Meanings

• Text in Focus Videos-Collection 6-Reading Stage Directions

• Interactive Lessons: Writing Informative Texts-Introduction Compound Words worksheet: Remember: Compound words are two words that are words by themselves pushed together to make another longer word. For example: Heartache… words: Heart and ache. Means: an ache in your heart. Achieve 3000: Women Adventurers Students may read at individual level online. Copy of article included in packet.


GRADE 6 WEEK 10

“The Prince and the Pauper” versions: from the Novel, Dramatization, and Graphic Story

Similarities

Differences

Novel

Name: Date:

Drama Graphic

Find more resources at https://goalbookapp.com

Venn Diagram: 3 Item Comparison

https://goalbookapp.com/

Name: Date:

Find more resources at https://goalbookapp.com

Venn Diagram: Lined 2 Item Comparison

Audio Reading

g

https://goalbookapp.com/

5/13/2020 Achieve3000: Lesson

https://portal.achieve3000.com/kb/lesson/do_print?lid=19520&c=1&step=all&pagebreaks=1 1/14

Centuries ago, women were expected to stay home and raise families. But some brave women chose to takeoff on amazing adventures around the world. What do you think?

Printed by: Laura LindhPrinted on: May 13, 2020

Women Adventurers

Before Reading Poll

People should live life the way they want to, not how they're expected to.

Agree

Disagree

Explain why you voted the way you did.



Photo credit: Left to right: CristoforoDall'Acqua, Wellcome Collection,

Library of CongressLeft to right: Jeanne Baret, the first

woman to sail around the globe. LadyHester Stanhope, who led an

archaeological dig in the Middle East.And Nellie Bly, who traveled around

the world in just 72 days.

Article

RED BANK, New Jersey (Achieve3000, January 31, 2020). Nowadays,women sail alone around the world. They bicycle across countries. Theytravel into space. But this kind of female adventure was almost unheard ofhundreds of years ago. Back then, women were expected to stay at home.But that didn't stop some women from taking off and leading the way.

Take Jeanne Baret (1740-1807). She was a French scientist. She studiedplants. And she was the first woman to sail around the globe. Baret wenton the journey with several other French scientists in December 1766. Onlymen had been invited to go on the trip. That's because women weren'tallowed to travel on French navy ships. So, Baret disguised herself as aman and sailed away! During the trip, Baret helped collect over 6,000 typesof plants.

England's Lady Hester Stanhope (1776-1839) also acted in ways mostother women at the time did not. She traveled throughout the Middle Eastby herself, for example. Stanhope also did something that only men haddone: She led an archaeological dig in the Middle East.

Then there's Nellie Bly (1864-1922). She was a leading journalist in the U.S. during a time when almost all journalistswere male. In 1887, Bly wrote a news report about the hidden problems at a mental hospital. She disguised herself as amentally ill patient at the hospital for ten days. Then she wrote an alarming six-part series about it. It made her famous.And it led the way for other women reporters.

Two years later, Bly's taste for adventure kicked into high gear. And she set out to travel around the world. But sheplanned to do it in less than 80 days. Bly pulled it off! She finished the trip in just 72 days. She set a world record.

Three women. Three adventure-packed lives. Bly, Baret, and Stanhope didn't live life the way they were expected to.They lived it the way they wanted to.

Dictionary

archaeology (noun) a science that deals with past human life and activities by studying the bones, tools, etc., of ancient people

disguise (verb) to change the usual appearance, sound, taste, etc., of (someone or something) so that people will not recognize thatperson or thing

journalism (noun) the activity or job of collecting, writing, and editing news stories for newspapers, magazines, television, or radio

mental (adjective) of or relating to the mind

navy (noun) the part of a country's military forces that fights at sea using ships, submarines, airplanes, etc.



Activity

PART 1

Question 1

Think about the Article. Which fits best in the empty box above?

This question asks about when events happened. It does not ask where in the Article the events show up. Look back atthe Article for clues, like dates.

A female was asked to study plants on a French navy ship.

A woman set a record traveling around the world in 72 days.

A woman disguised herself as a man and sailed around the world.

A lady traveled through the Middle East and dug for treasures.

Question 2Let's say you are writing a summary of the Article. Which is most important to put in the summary?

Nowadays women sail alone around the world, bicycle across continents, and travel into space.

French scientists were invited to take part in a voyage on a navy ship in December 1766.

Nellie Bly's six-part series about life inside a hospital led the way for other women reporters.

Years ago women were expected to stay at home, but some took off on their own anyway.

Question 3



The Article says:

Baret went on the journey with several other French scientists in December 1766. Only men had beeninvited to go on the trip. That's because women weren't allowed to travel on French navy ships. So, Baretdisguised herself as a man and sailed away! During the trip, Baret helped collect over 6,000 types ofplants.

The author uses this passage mostly to __________.

point out that the best scientists in France were men

show that a good scientist could be a man or a woman

describe the danger of sneaking onto a navy ship

explain that dressing like a man made Baret a better scientist

Question 4Which of these is an opinion?

An opinion tells what a person thinks or feels. Others may not think this is right.

Nellie Bly planned to make a journey around the world in less than 80 days.

Jeanne Baret studied plants and helped collect over 6,000 types of plants.

It wasn't a good idea for Jeanne Baret to disguise herself as a man on the voyage.

Lady Stanhope traveled throughout the Middle East and arranged an archaeological dig.

Question 5Which two words have opposite meanings?

Only some of these words are used in the Article.

lady and woman

travel and move

remain and stay

disguise and show

Question 6Which passage from the Article best shows that women adventurers are more accepted today than in the past?

Nowadays, women sail alone around the world. They bicycle across countries. They travel into space. But this kind of femaleadventure was almost unheard of hundreds of years ago.

In 1887, Bly wrote a news report about the hidden problems at a mental hospital. She disguised herself as a mentally ill patientat the hospital for ten days.

Two years later, Bly's taste for adventure kicked into high gear. And she set out to travel around the world. But she planned todo it in less than 80 days. Bly pulled it off!

Take Jeanne Baret (1740-1807). She was a French scientist. She studied plants. And she was the first woman to sail around theglobe.

Question 7



The Article says:

In 1887, Bly wrote a news report about the hidden problems at a mental hospital. She disguised herself asa mentally ill patient at the hospital for ten days. Then she wrote an alarming six-part series about it. Itmade her famous.

In this passage, the word series means __________.

a number of plants that look alike

a group of pictures about a subject

a set of stories about the same subject

a bunch of friends who like the same things

Question 8Which is not in the Article?

Where Nellie Bly wrote a six-part series

How long it took Nellie Bly to set a world record

How long it took Jeanne Baret to sail around the globe

Why Jeanne Baret disguised herself as a man



Now that you have read the article, indicate whether you agree or disagree with this statement.

After Reading Poll

People should live life the way they want to, not how they're expected to.

Agree

Disagree



Thought Question

What's one word that describes Jeanne Baret, Lady Hester Stanhope, and Nellie Bly? What actions by these women backup your answer? Use facts and details from the Article in your answer.

Type your answer in the text box below.



OPINION STATEMENT: People should live life the way they want to, not how they're expected to.

Poll Results

BEFORE READING AFTER READING

HOW YOU VOTED

Agree Agree

Disagree Disagree

WORLDWIDE RESULTS

Agree 90% Agree 93%

Disagree 10% Disagree 7%

8% changed their opinion after reading the article.



Math

PART 1

Nellie Bly traveled around the world in 72 days. One month is 30 days. Two months is 60 days. About how much time didNellie Bly travel?

Less than 2 months

More than 2 months

Less than 1 month

More than 3 months



Photo credit: Left to right: CristoforoDall'Acqua, Wellcome Collection,

Library of CongressLeft to right: Jeanne Baret, who was

the first woman to sail around theglobe. Lady Hester Stanhope, who

led an archaeological dig in theMiddle East. And Nellie Bly, a

respected journalist who traveledaround the world in just 72 days.

Stretch Article

RED BANK, New Jersey (Achieve3000, January 31, 2020). Nowadays,women sail solo around the world, bicycle across continents, and travel intospace. But this kind of female groundbreaking adventure was almostunheard of centuries ago, when women were expected to stay at home andraise families. That, however, didn't stop some women from taking off andblazing trails.

Take Jeanne Baret (1740-1807), a French botanist and the first woman tosail around the globe. The voyage was undertaken by French explorerLouis-Antoine de Bougainville. He invited several French scientists to joinhim on his ship, the Étoile, in December 1766. One of the invitees wasPhilibert Commerson, royal botanist and naturalist. Baret was his assistant.But Baret wasn't permitted to go because of a royal decree that forbadewomen from traveling on French navy vessels. So she disguised herself asa man, called herself Jean, and sailed away.

During the journey, Baret helped Commerson collect over 6,000 botanicalspecimens. And some historians credit her, and her alone, with discoveringthe bougainvillea plant in Brazil and bringing its seeds back to Europe.Even so, Commerson received all the credit. To this day, 70 plants, insects,and mollusks bear Commerson's name only. There is, however, one plant named after Baret, an honor that came twocenturies after her death.

British socialite Lady Hester Stanhope (1776-1839) was also never one to be bound by the conventions that limit otherwomen of her time. She acted in ways that women rarely if ever did, like traveling throughout the Middle East by herselfand wearing men's clothing, for example. During her lifetime, Stanhope accomplished something that only men hadachieved up until then: She organized an archaeological dig in the Middle East. This made her a groundbreaker in everysense of the word.

Stanhope's adventure began when the Turkish government granted her permission to dig in Ashkelon. This was anancient city where astonishing treasures were supposedly buried. The Turks routinely denied other Westerners thisrequest, but Stanhope was a persuasive woman. Unfortunately, she never found any treasures there. But she didunearth rare artifacts. And her dig sparked international archaeological interest in the region.

Nellie Bly (1864-1922) was one of the nation's leading journalists, male or female, of her time. This was a remarkableaccomplishment, given the all-male club that was late 19th- and early 20th-century journalism. In 1887, Bly's editorchallenged her to write an expose´ about a notorious mental hospital on Blackwell's Island in New York. Bly disguisedherself as a mentally ill inmate for ten days and wrote a harrowing six-part series. The expose´ made her famous andpaved the way for other female investigative reporters.

Two years later, Bly's taste for adventure kicked into high gear. This was after she read Jules Verne's 1873 novel,Around the World in 80 Days. In the book, the male central character accepts a challenge to travel the globe in 80 days.Bly was convinced she could beat this fictional record, and she did, finishing the trip in just 72 days and setting a worldrecord. Bly later returned to journalism, covering the women's voting movement and World War I.

Three women, three lives packed with adventure, and there are many others as well. Among them: Isabella Byrd andFreya Stark (explorers), Annie Smith Peck (mountaineer), and Bessie Coleman (aviator). These women lived life exactlythe way they wanted to live it, not the way they were expected to.

Dictionary



artifact (noun) a simple object (such as a tool or weapon) that was made by people in the past

botany (noun) a branch of science that deals with plant life

expose´ (noun) a news report or broadcast that reveals something illegal or dishonest to the public

harrowing (adjective) very painful or upsetting

notorious (adjective) well-known or famous especially for something bad



Stretch Activity

PART 1

Question 1

According to the Article, which of these happened first?

This question asks about when events happened. It does not ask where in the Article the events appear. Reread theArticle for clues, such as dates.

A French botanist became the first woman to sail completely around the world.

A British socialite asked the Turkish government to let her dig for ancient treasures.

A female journalist traveled around the world in just 72 days, setting a world record.

A woman disguised herself as a mentally ill inmate to write six articles about a mental hospital.

Question 2Which of these is most important to include in a summary of the Article?

Nowadays, it's not unheard of for adventurous women to sail solo around the world, bicycle across continents, and even travelinto outer space.

Centuries ago, women were expected to stay home and raise families, but that didn't stop three women from blazing trails oftheir own.

Philibert Commerson, a royal botanist and naturalist, was invited to take part in a scientific voyage on the French navy vesselÉtoile in December 1766.

Nellie Bly's harrowing six-part series about life inside a notorious mental hospital in New York paved the way for other femaleinvestigative reporters.

Question 3The Article states:

Stanhope's adventure began when the Turkish government granted her permission to dig in Ashkelon.This was an ancient city where astonishing treasures were supposedly buried. The Turks routinely deniedother Westerners this request, but Stanhope was a persuasive woman.

The author's purpose for writing this passage was to __________.

describe the positive effects that an Englishwoman had on archaeology around the world

point out that Lady Stanhope unearthed a number of treasures and rare artifacts in Turkey

suggest that Lady Stanhope was a convincing woman who refused to take "no" for an answer

show that women were not allowed to take part in archaeological studies in Turkey years ago

Question 4



Which of these is a statement of opinion?

It wasn't wise for Jeanne Baret to disguise herself as a man on the Étoile because it was almost certain she would have beendiscovered.

Lady Stanhope traveled throughout the Middle East and organized an archaeological dig that sparked interest in the area.

French explorer Louis-Antoine de Bougainville invited several French scientists to join him on a scientific voyage in 1766.

Jules Verne's 1873 novel, Around the World in 80 Days, convinced female journalist Nellie Bly to take her own journey aroundthe world.

Question 5Which is the closest synonym for the word notorious?

industrious

courageous

victorious

scandalous

Question 6Which passage from the Article best supports the idea that women were not always publicly acknowledged for theirsignificant contributions in the past?

British socialite Lady Hester Stanhope (1776-1839) was also never one to be bound by the conventions that limit other womenof her time. She acted in ways that women rarely if ever did, like traveling throughout the Middle East by herself and wearingmen's clothing, for example. During her lifetime, Stanhope accomplished something that only men had achieved up until then: Sheorganized an archaeological dig in the Middle East.

Two years later, Bly's taste for adventure kicked into high gear. This was after she read Jules Verne's 1873 novel, Around theWorld in 80 Days. In the book, the male central character accepts a challenge to travel the globe in 80 days. Bly was convinced shecould beat this fictional record, and she did, finishing the trip in just 72 days and setting a world record.

During the journey, Baret helped Commerson collect over 6,000 botanical specimens. And some historians credit her, and heralone, with discovering the bougainvillea plant in Brazil and bringing its seeds back to Europe. Even so, Commerson received allthe credit. To this day, 70 plants, insects, and mollusks bear Commerson's name only.

Stanhope's adventure began when the Turkish government granted her permission to dig in Ashkelon. This was an ancient citywhere astonishing treasures were supposedly buried. The Turks routinely denied other Westerners this request, but Stanhope was apersuasive woman. Unfortunately, she never found any treasures there. But she did unearth rare artifacts. And her dig sparkedinternational archaeological interest in the region.

Question 7



Read this passage from the Article:

Stanhope's adventure began when the Turkish government granted her permission to dig in Ashkelon.This was an ancient city where astonishing treasures were supposedly buried. The Turks routinely deniedother Westerners this request, but Stanhope was a persuasive woman.

In this passage, the word routinely means __________.

often done or said the same way

seldom finished more than once

unpredictably or rarely made

frequently changed or altered

Question 8Which information is not in the Article?

Who named a plant after Jeanne Baret two centuries after her death

What project Lady Stanhope was able to get permission to begin

Why Jeanne Baret was not allowed to take part in a voyage on the Étoile

What record-setting achievement Nellie Bly was able to accomplish

Mathematics

Math Virtual Learning 6th Grade Week 10 (May 27th)

GRADE Level

Standards Focus

Lesson 13-4 Area of Polygons Lesson 15-1 Nets and Surface Area (Common Core Standard 6.G.1)

Vocabulary

area, compose, decompose, polygon, quadrilateral, rectangle, right angle, right

triangle, trapezoid, and triangle

New/Review Content Delivery

Lesson 13-4

Success

Reteach

Lesson 15-1

Success

Reteach

Essential Standard Review/Practice

Order of Operations - Lesson 10-2, 6.EE.2c

Other

Online resources can be accessed through the District Learning Apps: Clever Portal. Also these packets are found electronically on Clover Park District Website. GoMath! – you must be logged in to your account to access these videos Math on the Spot Lesson 13-4 Example #1 Math on the Spot Lesson 13-4 Example #2 Math on the Spot Lesson 15-1 Example #1 Math on the Spot Lesson 15-1 Example #2 * NOTE: Exit ticket answers intentionally left off the answer key.

http://www.corestandards.org/Math/Content/6/G/

http://www.cloverpark.k12.wa.us/General/DLA.aspx

http://www.cloverpark.k12.wa.us/Special/DLR.aspx

https://my.hrw.com/content/hmof/math/common/tools/videoplayer/player.html?contentSrc=6072/6072.xml

https://my.hrw.com/content/hmof/math/gomath/common/video/video.html#videoID=ref:1971597819001



Original content Copyright © by Houghton Mifflin Harcourt. Additions and changes to the original content are the responsibility of the instructor.

Area of Polygons

Success

Problem 1

Find the area.

A1 1.8 1.5

A1 2.7

Area of the shape A1 A2

A 2.7 1

A 3.7 cm2

Problem 2

Find the area.

A1 8 10

A1 80

A (shape) 80 12

A (shape) 92 cm2

Find the area.

1.

LESSON

13-4

A2 2 0.5

A2 1

Add the area of each shape.

Remember to write the units.

A2 1

2 8 3

A2 12

Name _______________________________________ Date __________________ Class __________________


Area of Polygons

Reteach

Sometimes you can use area formulas you know to help you find the area of more complex

figures.

You can break a polygon into shapes that

you know. Then use those shapes to find

the area.

The figure at right is made up of a

triangle, a parallelogram, and a rectangle.

Triangle

A =1

2bh

=1

2(3 ´ 4)

= 6 square units

Parallelogram

A = bh

= 3 ´ 4

= 12 square units

Rectangle

A = lw

= 4 ´ 5

= 20 square units

Finally, find the sum of all three areas.

6 12 20 38

The area of the whole figure is 38 square units.

Find the area of each figure.

1. 2.

_______________________________________ ________________________________________

3. 4.

LESSON

13-4

Name _______________________________________ Date __________________ Class __________________


303

Nets and Surface Area

Success

Problem 1

Lateral area 45 square units

Problem 2

1. What measurements are needed to find the base area in Problem 1?

________________________________________________________________________________________

2. In Problem 1, find the base area. Show your work.

________________________________________________________________________________________

3. In Problem 2, how does the net help you find surface area?

LESSON

15-1

How many lateral faces?

3

5 4, 5 3,

5 2, or

20 15 10

Base area? 4 4 16

Triangular face area?

Half of 4 times 4, or 8

How many triangular faces? 4

Total surface area:

16 4 8, or

16 32, or

48 square units

Name _______________________________________ Date __________________ Class __________________


304

________________________________________________________________________________________

Nets and Surface Area

Reteach

To find the surface area of the regular triangular prism above,

first find the area of each face or base.

2 congruent triangular bases 3 rectangular faces

A1

2bh Alw Alw

1

(6 4)2

(9 6) (9 5)

12 square units 54 square units 45 square units

Then, find the sum of all of the faces of the prism.

SA 12 12 54 45 45

168 square units

The same procedure can be used to find the surface area of a pyramid.

The areas of the faces are added to the area of the base to give the

total surface area.

Solve each problem.

1. A prism has isosceles triangle bases with leg lengths of 5 inches,

5 inches, and 8 inches, and a height of 3 inches. The distance

between the bases is 12 inches. Find the surface area. Show your work.

________________________________________________________________________________________

2. A square pyramid has a base edge of 1 meter. The height of each

triangular face is 1 meter. What is the pyramid’s surface area?

Show your work.

LESSON

15-1

Name _______________________________________ Date __________________ Class __________________

________________________________________________________________________________________

Evaluating Expressions – 6.EE.2c

Practice and Problem Solving: A/B

Evaluate each expression for the given value(s) of the variable(s).

1. a 4 when a 16 2. 2b 9 when b 3

_______________________________________ ________________________________________

3. c 2 when c 26 4. 5(9 d) 6 when d 3

_______________________________________ ________________________________________

5. g2 23 when g 6 6. 3h j when h 8 and j 11

_______________________________________ ________________________________________

7. (n 2) m when n 5 and m 9 8. r(s2)(t) when r 2, s 3, and t 5

_______________________________________ ________________________________________

Use the given values to complete each table.

9. p 2(13 p) 10. v w 3v w 11. x y x2 y

2 4 2 2 1

3 6 3 6 2

4 8 4 8 4

Solve.

12. The sales tax in one town is 8%. So, the total cost of an item can be

written as c 0.08c. What is the total cost of an item that sells for

$12?

________________________________________________________________________________________

13. To change knots per hour to miles per hour, use the expression 1.15k,

where k is the speed in knots per hour. A plane is flying at 300 knots

per hour. How fast is that plane flying in miles per hour?

________________________________________________________________________________________

14. Lurinda ordered some boxes of greeting cards online. The cost of the

cards is $6.50n $3 where n is the number of boxes ordered and $3 is

the shipping and handling charge. How much will Lurinda pay if she

orders 8 boxes of cards?

LESSON

10-2

Name _______________________________________ Date __________________ Class __________________

________________________________________________________________________________________

KEY

LESSON 13-4

Success

1. 1,650 ft2

Reteach

1. 15 square units

2. 25 square units

3. 21 square units

4. 34 square units

LESSON 15-1

Success

1. The height and length of the base.

2. Base area 1

2 1.2 42

4.8 m2

3. Sample answer: I can see the faces and base and their measure more easily.

Reteach

1. the total surface area is 24 plus 216, or 240 square inches.

2. the total surface area is 1 plus 2, or 3 square meters.

LESSON 10-2

Essential Standard Review/Practice

1. 12

2. 15

3. 13

4. 54

5. 59

6. 13

7. 27

8. 90

p 2(13 p)

2 22

3 20

4 18

v w 3v w

4 2 14

6 3 21

8 4 28

x y x2 y

2 1 4

6 2 18

8 4 16

9.

10.

11.

Name _______________________________________ Date __________________ Class __________________

EXIT TICKET

Lesson 13-4

1. What is the area of the polygon?

2. The diagram shows the shape of Jane’s backyard. Find the area of Jane’s backyard

3. Jane wants to plant grass seed in her yard. If it costs $0.75 per square foot for grass seed, how much

will Jane spend?

Lesson 15-1

1.What shape does this net represent? What is its surface area?

2. Find the surface area.

3. Lauren bought a rectangular box that is 6 inches long, 10 inches wide, and 4 inches high. She wants to

cover it in fabric. The fabric costs $0.02 per square inch. How much will the fabric cost?

Students

with

Individual

Educational

Plans

Math Grade 6 Accommodations and Modifications

GRADE Level 6 Week 10

Standards Focus

Students will work on: Lesson 13-4 Area of Polygons Lesson 15-1 Nets and Surface Area (Common Core Standard 6.G.1)

Accommodations:

• Break into chunks manageable for student

• Allow student to take frequent five-minute breaks before coming back to work

• Use multiplication table

• Use GEMA handout to understand order of operations

• Read questions to student.

• Use Microsoft to read aloud items in the curriculum

• Do every other problem instead of all problems

• Circle the question words in the problems, so students know what they are being asked to do.

• Underline word that tells which operation should be done.

• Put a box around numbers

Vocabulary

area, compose, decompose, polygon, quadrilateral, rectangle, right angle, right

triangle, trapezoid, and triangle

Accommodations: Make flashcards or write down vocabulary with definitions; draw pictures demonstrating vocabulary. Search Quizlet or use your teacher’s Quizlet to study words and play games using words.

New/Review Content Delivery

13-4

See Math 6 Section Success Reteach

Accommodations Worksheet D from GoMath ELL Success from GoMath (visuals to help with understanding) Reading Strategies from GoMath: Flow chart

15-1

See Math 6 Section Success reteach

Accommodations Worksheet D from GoMath ELL Success from Go Math (Visuals to help with understanding) Reading Strategies from GoMath

http://www.corestandards.org/Math/Content/6/G/

Name _______________________________________ Date __________________ Class __________________


Other

Online resources can be accessed through the District Learning Apps: Clever Portal. Also these packets are found electronically on Clover Park District Website. GoMath! – you must be logged in to your account to access these videos Math on the Spot Lesson 13-4 Example #1 Math on the Spot Lesson 13-4 Example #2 Math on the Spot Lesson 15-1 Example #1 Math on the Spot Lesson 15-1 Example #2 Khan Academy: Intro to Polyhedra (video 1): https://youtu.be/ZACf9EecFrY Surface area using nets (Video 2): https://youtu.be/m1ZTnl4CNQg Area of a regular hexagon (polygon): https://youtu.be/LrxZMdQ6tiw Finding the area of a quadrilateral (trapezoid): https://youtu.be/j3-XYLnxJDY * NOTE: Exit ticket answers intentionally left off the answer key.

http://www.cloverpark.k12.wa.us/General/DLA.aspx

http://www.cloverpark.k12.wa.us/Special/DLR.aspx


https://my.hrw.com/content/hmof/math/gomath/common/video/video.html#videoID=ref:1971597819001



https://youtu.be/ZACf9EecFrY

https://youtu.be/m1ZTnl4CNQg

https://youtu.be/LrxZMdQ6tiw

https://youtu.be/j3-XYLnxJDY

Name ________________________________________ Date __________________ Class __________________


279

Area of Polygons Practice and Problem Solving: D

Find the area of each polygon. The first one is done for you.

1. 2.

________________________________________ ________________________________________

3. 4.

________________________________________ ________________________________________

Solve.

5. A rectangular painting is made up of two congruent squares with sides that are 2 feet long. What is the area of the entire painting?

_________________________________________________________________________________________

6. A carpet is made up of two congruent triangles. The base of each triangle is 3 meters long, and the height is 6 meters. What is the area of the entire carpet?

_________________________________________________________________________________________

LESSON

13-4

1

2(1 4) (4 4) 2 16 18 ft2

Name ________________________________________ Date __________________ Class __________________


281

Area of Polygons Reading Strategies: Use a Flowchart

To find the area of a rectangle, multiply its length by its width.

4 5

20 square units

A l w

If a polygon is made up of more than one rectangle, you can find its area by following the steps in the flowchart below.

Answer the questions. Refer to the six-sided polygon above.

1. What are the length and width of rectangle A? ___________________________

2. What is the formula for the area of a rectangle? ___________________________

3. What is the area of rectangle A? ___________________________

4. What is the area of rectangle B? ___________________________

5. What do you do with the areas of rectangles A and B to find the area of the polygon?

_________________________________________________________________________________________

6. What is the area of the polygon? ___________________________

LESSON

13-4

Step 1: Separate the polygon into rectangles.

Step 2: Label the length and width of each rectangle.

Step 3: Find the area of each rectangle.

Step 4: Find the sum of all the areas.

Name ________________________________________ Date __________________ Class __________________


282

Area of Polygons Success for English Learners

Problem 1 Find the area.

A1 1.8 1.5 A1 2.7 Area of the shape A1 A2 A 2.7 1 A 3.7 cm2

Problem 2 Find the area. A1 8 10

A1 80

A (shape) 80 12 A (shape) 92 cm2

Find the area. 1.

_________________________________________________________________________________________

LESSON

13-4

A2 2 0.5 A2 1

Add the area of each shape.

Remember to write the units.

A2 12

8 3

A2 12


405

LESSON 13-4

Practice and Problem Solving: A/B 1. 5 in2 2. 7 cm2 3. 12 ft2 4. 6 m2 5. 24 yd2 6. 17 mi2 7. 109,600 mi2 8. 63,800 mi2

Practice and Problem Solving: C 1. 106 in2 2. 13.4 m2 3. 107 ft2 4. 322 yd2

5. 48 34

m2

6. 85.5 mi2 7. 7 ft by 3 ft

8. 79916

or 99.4375 yd2

Practice and Problem Solving: D 1. 18 ft2 2. 13 in2 3. 30 ft2 4. 68 m2

5. 8 ft2 6. 18 m2

Reteach 1. 15 square units 2. 25 square units 3. 21 square units 4. 34 square units

Reading Strategies 1. length: 7 cm; width: 5 cm 2. A l • w 3. 35 cm2 4. 18 cm2 5. Add them. 6. 53 cm2

Success for English Learners 1. 1,650 ft2

MODULE 13 Challenge 1. 12 and 28 square units 2. 40 square units 3. Answers may vary, depending on how the

triangles are drawn inside ABFG.

As shown, the triangles and the trapezoid

inside ABFG have a total area of about

36 12

square units. The area of the large

rectangle A G F C is 77 square units; the triangles AA G, GG F, ABC, and BFF have areas of 6, 6, 14, and 14 square units for a total of 40 square units, which gives an area for ABFG of 37 square units. The area of ABFG is about 37 square units, so there is a small difference between the areas of ABFG and the sum of the areas of ACHJ and BCDE.

4. The measure of AB is 65 units. 5. Answers will vary, but students should

infer that the area of ABFG may not be a whole number like 37 because at least one of the two quantities used to compute the area is irrational. Students might also question whether the sum of the areas of the smaller parallelograms equals the area of the larger parallelogram.

Name ________________________________________ Date __________________ Class __________________


299

Nets and Surface Area Practice and Problem Solving: D

Find the total surface area of the figures by completing the steps. The first one is done for you.

1.

Height of the base: ________ feet Length of the base: ________ feet

Area of the base: 1

2 base height

1

2________ ________ ________ square feet

Number of bases area of a base ________ ________ ________ square feet

Area of first face: 15 35 525 square feet

Area of second face: 15 35 525 square feet

Area of third face: 18 35 630 square feet

Surface area: 525 525 630 216 1896 square feet

2. The base is a square.

Height of a face: ________ meters Base of a face: ________ meters

Area of a face: 1

2 base height

1

2________ ________ ________ square meters

Number of faces × area of a face ________ ________ ________ square meters

Area of the base: ________ ________ ________ square meters

Surface area: ________ ________ ________ square meters

Complete.

3. The total surface area is the sum of the areas of the _________________ and the

areas of the _________________.

LESSON

15-1

12 18

18 12 108

2 108 216

Name ________________________________________ Date __________________ Class __________________


302

Nets and Surface Area Success for English Learners

Problem 1

Lateral area 45 square units

Problem 2

1. What measurements are needed to find the base area in Problem 1?

_________________________________________________________________________________________

2. In Problem 1, find the base area. Show your work.

_________________________________________________________________________________________

3. In Problem 2, how does the net help you find surface area?

_________________________________________________________________________________________

LESSON

15-1

How many lateral faces? 3

5 4, 5 3,5 2, or 20 15 10

Base area? 4 4 16 Triangular face area? Half of 4 times 4, or 8 How many triangular faces? 4

Total surface area: 16 4 8, or 16 32, or 48 square units

1

2

3

4

5

6

7

8

9

10

11

12

2

4

6

8

10

12

14

16

18

20

22

24

3

6

9

12

15

18

21

24

27

30

33

36

4

8

12

16

20

24

28

32

36

40

44

48

5

10

15

20

25

30

35

40

45

50

55

60

6

12

18

24

30

36

42

48

54

60

66

72

7

14

21

28

35

42

49

56

63

70

77

84

8

16

24

32

40

48

56

64

72

80

88

96

9

18

27

36

45

54

63

72

81

90

99

108

10

20

30

40

50

60

70

80

90

100

110

120

11

22

33

44

55

66

77

88

99

110

121

132

12

24

36

48

60

72

84

96

108

120

132

144

13

26

39

52

65

78

91

104

117

130

143

156

13 26 39 52 65 78 91 104 117 130 143 156 169

Multiplication Table 13

Copyright 2012-2013 by Education.com More worksheets at www.education.com/worksheets © 2007 - 2020 Education.comFind worksheets, games, lessons & more at education.com/resources


405

LESSON 13-4


1. 5 in2

2. 7 cm2

3. 12 ft2

4. 6 m2

5. 24 yd2

6. 17 mi2

7. 109,600 mi2

8. 63,800 mi2

Practice and Problem Solving: C

1. 106 in2

2. 13.4 m2

3. 107 ft2

4. 322 yd2

5. 4834

m2

6. 85.5 mi2

7. 7 ft by 3 ft

8. 79916

or 99.4375 yd2

Practice and Problem Solving: D

1. 18 ft2

2. 13 in2

3. 30 ft2

4. 68 m2

5. 8 ft2

6. 18 m2

Reteach

1. 15 square units

2. 25 square units

3. 21 square units

4. 34 square units

Reading Strategies

1. length: 7 cm; width: 5 cm

2. A l • w

3. 35 cm2

4. 18 cm2

5. Add them.

6. 53 cm2

Success for English Learners

1. 1,650 ft2

MODULE 13 Challenge

1. 12 and 28 square units

2. 40 square units

3. Answers may vary, depending on how the triangles are drawn inside ABFG.

As shown, the triangles and the trapezoid inside ABFG have a total area of about

361

2square units. The area of the large

rectangle A G F C is 77 square units; the triangles AA G, GG F, ABC, and BFFhave areas of 6, 6, 14, and 14 square units for a total of 40 square units, which gives an area for ABFG of 37 square units. The area of ABFG is about 37 square units, so there is a small difference between the areas of ABFG and the sum of the areas of ACHJ and BCDE.

4. The measure of AB is 65 units.

5. Answers will vary, but students should infer that the area of ABFG may not be a whole number like 37 because at least one of the two quantities used to compute the area is irrational. Students might also question whether the sum of the areas of the smaller parallelograms equals the area of the larger parallelogram.


408

MODULE 14 Challenge

Sample deck plans:

Answers will vary, depending on student examples. Of the 3 designs shown, the deck that measures 14 ft by 8 ft will cost the least because it has the least area.

Mrs. Chirag’s design is 10 ft by 12 ft and has a perimeter of 44 ft and an area of 120 ft2. The other areas are the answers to Exercises 1 3.

1. Sample answer: 11 by 11, or 121 ft2



4. Given that the width of the deck can be no more than 20 ft, the deck could be 20 ft by 2 ft and have a perimeter of 44 ft.

5. Practically, the deck has to be wide enough to use, which is based on theMrs. Chirag’s preference.

MODULE 15 Surface Area and Volume of Solids

LESSON 15-1


1. 34 m2

2. 21 yd2

3. A square pyramid has one square base and four triangular faces.

a. 36

b. 48

c. 84

4. a. 248 in2

b. 1240 in2

c. $81.25

5. 140.8 in2

6. 360 in2


1. A 2B PhA 2 12) 16 8 152 m2

2. For the pyramid, B 36

For the base, s 36 6

For the height of the triangular face, 32 42 h2, or h 5 ft

For the area of the triangular face,

area1

2(6)(5) 15 ft2

4 triangular faces 60 ft2

surface area base area area of triangular faces 36 60 ft2;

Total surface area: 96 ft2

3. Surface area covered in marble 3,944 ft2

4. Surface area 87.68 in2


1. 12; 18; 18, 12, 108;

2 108 216;

15 35 525;

15 35 525;

18 35 630;

525 525 630 216 1,896

2. 16; 6;

6, 16, 48;

4 48 192;

6 6 36;

36 192 228

3. faces; base(s)

Reteach

1. The area of each base is half of 8 times 3 or 12 square inches. Since the heightof the triangle is 3 inches and half of the base is 4 inches, the other two sides of the isosceles triangle are 5 inches in length. Thus, these surface areas are5 times 12 or 60 square inches, 5 times 12 or 60 square inches again, and 8 times 12 or 96 square inches. The sum of these


409

surface areas is 60 plus 60 plus 96, or 216 square inches. Since the areas of the two bases are two times 12 or 24 square inches, the total surface area is 24 plus 216, or 240 square inches.

2. The area of the base is 1 times 1 or 1 square meter. The area of each triangular face is half of one times one, or one-half meter. The surface area of the

triangular faces is 4 times 1

2 meter, or

2 meters. Since the area of the base is1 square meter, the total surface area is1 plus 2, or 3 square meters.

Reading Strategies

1. Sample answer: Step 1: The base of the pyramid is a square, so its length on each side is the square root of 16, or 4 inches. Step 2: Therefore, the faces of the triangle each have a height of 5 inches and a base of 4 inches, which gives each face an area of 10 square inches. Step 3:Since there are four faces, the surface area of the four triangles is four times 10, or 40 square inches. Step 4: The surface area is the sum of the base area, 16, and the triangular surface area, 40, which gives a total of 56 square inches.


1. The height and length of the base.

2. Base area 12 1.2 42

4.8 m2

3. Sample answer: I can see the faces and base and their measure more easily.

LESSON 15-2


1. Answers may vary as to which dimension is length, width, or height. Sample answer:

5, 1; 2, 25

; 4, 45

; 825

m3

2. Answers may vary as to which is length,

width, or height. 6, 1; 3, 12

; 2, 13

; 16

m3

3. 6 layers 15 blocks/layer 90 blocks

4. V s3 33 27 in3

5. V 2 12

4 14

9 14

52

174

374

3,14532

, or 98 932

ft3

6. V 7.3 5.2 6.1 231.556 m3


1. 1

10

2. 0.5

3. 1

4. 10

5.

6.

7.


1. 4; 4; 1; 4; 1; 4; 1; 64; 1

2. 5; 3; 35

; 5; 1; 4; 45

; 60; 1225

3. V l w h; V 1,224 660 726 586,491,840 ft3, or about 590,000,000 ft3

of concrete

4. V l w h; V 1 4 9 36 ft3 of chocolate

Reteach

1. 4

9yd3

2. 15 m3

3. 150 g/cm3

Reading Strategies

1. cube-shaped, twice the volume, dimensions, length; The volume of the prism is 108, so the volume of the cube is 216, which means its edge is 6 feet.

2. cube-shaped, doubled, volume; If the edge is doubled, the volume increases by a factor of 23, or 8.


1. 60 cubic units

LESSON 15-3


1. 1,800 ft3

Science

6th Grade Week 10

Science At-Home Learning

6th Grade Week 10

Learning Summary This week 6th grade students study the science concepts from Unit 2, Earth’s Biomes and Ecosystems, Lesson 3, Energy and Matter in Ecosystems, part I, from their Science Fusion Ecology and the Environment textbook. Students will read and investigate their understanding of how matter and energy move through an ecosystem.

Guiding Question

How do energy and matter move through ecosystems?

Science Main Ideas

List the Main Ideas

• To live, grow and reproduce, all organisms need matter and energy. Matter is anything that has mass and takes up space.

• Organisms use matter in chemical processes, such as digestion and breathing. For these processes to occur, organisms need energy. Energy is the ability to do work and enables organisms to use matter in life processes.

• Producers use energy from their surroundings to make their own food.

• Consumers are organisms that get energy by eating producers or other consumers.

• The law of conservation of energy states that energy cannot be created or destroyed. Energy changes forms.

• The law of conservation of mass states that mass cannot be created or destroyed, instead matter moves through the environment in different forms.

• An energy pyramid is a tool that can be used to trace the flow of energy through an ecosystem.

Science Activities

Science Activities

• Nature Journal Activity

• View Multimedia options

• Read pages 90-93

• Science Fusion Digital Lesson

• Video and Nature Journal Activity - Draw

Other

List extensions in Science Fusion online or relevant websites. • Science Fusion can be found on the District Learning App –Think Central, Find the

button: Science Fusion Student Access English Module D Ecology and the Environment. Unit 2 Earth’s Biomes and Ecosystems, Lesson 3, Energy and Matter in Ecosystems. Click on Digital Lesson.

• Brain Pop is free during this COVID time. Sign up under the Family Access button. Go to Science, Matter and Energy, Conservation of Mass: https://go.brainpop.com/COVID19

• Crash Course Kids, Fabulous Food Chains: https://www.youtube.com/watch?v=MuKs9o1s8h8

• National Geographic, The Elwha Dam removal project, Restoring an ecosystem: https://www.youtube.com/watch?v=VipVo8zPH0U

https://go.brainpop.com/COVID19

https://www.youtube.com/watch?v=MuKs9o1s8h8

https://www.youtube.com/watch?v=VipVo8zPH0U

2020 6th Grade Science At-Home Learning

Activity Learning Activities

Activity 1

• Many scientific words, such as Energy, also have everyday meanings. In your Nature Journal, write down as many ways we use the word, “Energy”, in our everyday conversations. An example would be, “An energy drink gives me energy”. Once you have completed your list, write your own definition of energy. There is no right or wrong answer.

Activity 2

• Brain Pop is free during this COVID time. Sign up under the Family Access button. Go to Science, Matter and Chemistry, Conservation of Mass or try Science, Ecology & Behavior, Energy Pyramid: https://go.brainpop.com/COVID19

• Crash Course Kids, Fabulous Food Chains: https://www.youtube.com/watch?v=MuKs9o1s8h8

Activity 3

• Read pages 90 & 91 and answer questions 5 Identify and 6 Infer on page 90. Answer questions 7 Analyze and 8 Compare on page 91. Read pages 92 & 93 and answer question 9 Analyze on page 93. Answer questions 10 Identify and 11 Analyze on page 93.

Activity 4

• Science Fusion Digital Lesson: Science Fusion can be found on the District Learning App –Think Central, Find the button at the top: Science Fusion Student Access English Module D Ecology and the Environment. Unit 2, Biomes and Ecosystems, Lesson 3, Energy and Matter in Ecosystems. Click on Digital Lesson. Take notes on this PowerPoint digital lesson.

Activity 5

• View the Video National Geographic, The Elwha Dam removal project, Restoring an Ecosystem. Pay attention to the description and importance of the near shore habitat for salmon: https://www.youtube.com/watch?v=VipVo8zPH0U The Elwha River is out on the Olympic Peninsula and had two large dams with no fish passages that were built for electricity in the early 1900’s. Before the dams, it was one of the finest salmon rivers in the state. The dams were removed to allow for fish passage into the streams above where the dams used to be.

• Research the Elwha River Restoration project. You can start at https://www.nps.gov/olym/learn/nature/elwha-ecosystem-restoration.htm In your Nature Journal, draw a food web that includes the Elwha River and the near shore environment at the mouth (where the river meets the Puget Sound) of the river. Return to your week 8 & 9 science packet if you need a reminder about ecosystems.

6th Grade Science At-Home Learning

https://go.brainpop.com/COVID19

https://www.youtube.com/watch?v=MuKs9o1s8h8

https://www.youtube.com/watch?v=VipVo8zPH0U

https://www.nps.gov/olym/learn/nature/elwha-ecosystem-restoration.htm

Social

Studies

2020 At-Home Learning Social Studies

Social Studies At-Home Learning Grade 6 Week 10

6th Grade Week 10

This week you are extending your learning about the Rise of the Roman Empire.

✓ You will continue your learning about the Ancient World.

Guiding Questions

What is the difference between a Republic and an Empire? Who gained the most from the Roman expansion from a Republic to an Empire?

Critical Thinking

Did the benefits of Roman expansion outweigh the costs?

Text References Textbook, History Alive! The Ancient World, Chapter 34, From Republic to Empire.

Performance Task

Modern-day connections: make a personal connection between the financial, social, and cultural costs of American expansion on other countries where America has offered financial, military, or medical aid. Are the impacts worth the support that is offered to these countries? -or- Make a personal connection between the social or emotional costs of supporting a cause that your peers do not agree with. Is there a point when the cost is too high and you stop (or hide) your support for the cause? Responses can be written in an essay or letter format or can be represented through a series of images or symbols with a brief description of their meaning.


Activities Learning Activities 1 • Access and watch From Republic to Empire video introduction

for Chapter 34.

2 • Complete the Preview and Processing Tasks in the Interactive Notebook.

3 Modern-day connections: make a personal connection between the financial, social, and cultural costs of American expansion on other countries where America has offered financial, military, or medical aid. Are the impacts worth the support that is offered to these countries? -or- Make a personal connection between the social or emotional costs of supporting a cause that your peers do not agree with. Is there a point when the cost is too high and you stop (or hide) your support for the cause? Responses can be written in an essay or letter format or can be represented through a series of images or symbols with a brief description of their meaning.

In this chapter, you will discover how the ancient republic of Romeexpanded its power. By the early 1st century C.E., it had become amighty empire that ruled the entire Mediterranean world.

The expansion of Roman power took place over approximately fivehundred years, from 509 B.C.E. to 14 C.E. At the start of this period,Rome was a tiny republic in central Italy. Five hundred years later, itwas the thriving center of a vast empire. At its height, the RomanEmpire included most of Europe, together with North Africa, Egypt,much of the present-day Middle East, and Asia Minor.

The growth of Rome's power happened gradually, and it came at aprice. Romans had to fight countless wars to defend their growingterritory and to conquer new lands. Along the way, Rome itselfchanged. The Romans had once been proud to be governed under arepublic of elected leaders. Their heroes were men who had helped topreserve the republic. By 14 C.E., the republic was just a memory.Power was in the hands of a single supreme ruler, the emperor.Romans even worshiped the emperor as a god.

F R O M R E P U B L I C T O E M P...

2019 Teachers' Curriculum Institute Level: A

In this chapter, you'll see how this dramatic change occurred. You'lltrace the gradual expansion of Roman power. You will also explore thecosts of this expansion, both for Romans and for the people theyconquered.

The growth of Rome from a republic to an empire took place over 500years. The story has four major periods.

The First Period of Expansion The first period of expansion, orbecoming larger, began in 509 B.C.E. At this time, the Romans drovethe last Etruscan king out of power, and Rome became a republic.

The Romans wanted to protect their borders and to gain more land.This led to a series of wars. During the next 245 years, the Romansfought one enemy after another. They conquered their Latin neighborsin central Italy. They also defeated their old rulers, the Etruscans.

Wisely, the Romans eventually made allies, or friends, of their formerenemies. By 264 B.C.E., Rome and its allies controlled all of the Italianpeninsula.

The Second Period of Expansion Rome's growth threatenedanother great power, the city of Carthage (KAR-thidge), in North Africa.During the second period of expansion, from 264 to 146 B.C.E., Romeand Carthage fought three major wars. Through these wars, Romegained control of North Africa, much of Spain, and the island of Sicily.Roman armies also conquered Macedonia and Greece.

The Third Period of Expansion During the third period ofexpansion, from 145 to 44 B.C.E., Rome came to rule the entireMediterranean world. In the east, Rome took control of Asia Minor,Syria, and Egypt. In the west, the Roman general Julius Caesarconquered much of Gaul (modern-day France).

Proud Romans now called the Mediterranean “our sea.” But the republicwas in trouble. Civil wars divided the city. Roman generals werebecoming dictators. They set their armies against the power of theSenate. Caesar himself ruled as a dictator for life until he wasassassinated in 44 B.C.E.


Level: A 2019 Teachers' Curriculum Institute

The men who murdered Caesar thought they were saving the power ofthe Senate. However, several more years of civil war followed. ThenCaesar's grandnephew, Octavian, seized total power. The Senatenamed him Augustus, or “honored one.” Rome was now an empiregoverned by one supreme ruler.

The Fourth Period of Expansion The fourth period of expansionbegan with the start of the empire. It lasted until 14 C.E. The firstemperor, Augustus, added a great deal of new territory by pushing theborders of the empire all the way to natural boundaries, like rivers, tomake it easier to defend. Later emperors added more territory. At itsheight, the Roman Empire stretched from the island of Britain in thenorthwest to the Black Sea in the east.

Each period of expansion involved cost and sacrifice. The next foursections give more details about each expansion. As you read, askyourself what Romans of the time might have thought about theseevents.



Rome's first period of expansion included more than two hundred yearsof almost constant warfare. During this time, Rome gradually tookcontrol of the entire Italian peninsula.

After the last Etruscan king was overthrown in 509 B.C.E., the Romansbegan to expand their territory and influence. In 493 B.C.E., Romanleaders signed a treaty, or agreement, with their Latin neighbors to thesouth. The treaty said, “There shall be peace between the Romans andall the communities of Latins as long as heaven and earth endure.”These new allies agreed to band together against their commonenemies. During the next 100 years, the Romans fought a number ofwars against the Etruscans, as well as against tribes living in hillsaround Rome.

Then, in 390 B.C.E., Rome nearly came to an end. A band of Gauls(gawlz), a warlike people from the north, crushed a Roman army andsurged into the city. Most of Rome's people fled into the countryside.The Gauls looted the city and burned most of it down.

With the city in ruins, the Romans considered fleeing. Instead, they



bravely decided to start over. They rebuilt their city and surrounded itwith walls. They also built up their army. Before long, Roman soldierswere on the march again.

During the 300s B.C.E., Rome conquered the Etruscans and manyneighboring tribes. To the south, they battled a people called theSamnites and several Greek city-states. By 275 B.C.E., Rome'sconquest of the Italian peninsula was complete. But expansion came atgreat cost. Romans had been fighting for two centuries. And the Gaulshad once destroyed their capital city.

As Rome's territory expanded, the city had to keep a large, permanentarmy to defend it and the conquered lands. As a result, more and moreRomans were forced to serve in the army. Most of the soldiers wereplebeians. Many plebeians resented this fact, leading to civil unrest.

Roman citizens were not the only ones who paid a cost for Rome'sexpansion. Rome allowed the people of some defeated cities to becomeRoman citizens. But other cities were not treated so well. Manyreceived more limited privileges, such as the ability to trade with Rome.



And Roman allies had to pay Roman taxes and supply soldiers forRoman armies.

By 264 B.C.E., Rome had more citizens and well-trained soldiers thanany other power in the Mediterranean world. But very soon, the Romanswould face their greatest challenge yet.

During Rome's second period of expansion, it fought three savage warswith Carthage, a powerful city-state in North Africa, for control of theMediterranean region.

When the wars began, Carthage held North Africa, most of Spain, andpart of the island of Sicily. It also controlled most of the trade in thewestern Mediterranean. The Greek cities in southern Italy hadfrequently clashed with Carthage over trading rights. When Romeconquered these cities, it was drawn into the fight with Carthage.

Rome's wars with Carthage are called the Punic Wars, after the Greekname for the people of Carthage. The First Punic War began in 264B.C.E. It was fought mostly at sea. Carthage had a very powerful navy.But the Romans built up their own navy by copying and improving onthe Carthaginians' ship designs. A decisive victory at sea in 241 B.C.E.won the war for the Romans. The triumphant Romans took over Sicily,as well as other islands in the area.

The Second Punic War started 23 years later. This time, theCarthaginians decided to attack Italy itself. In 218 B.C.E., Hannibal, abrilliant Carthaginian general, surprised the Romans by marching hisarmy from Spain across the Alps (a high mountain range) and into Italy.His troops rode elephants and braved snowstorms, landslides, andattacks by local tribes. For 15 years, Hannibal's men fought the Romansin Italy.

In 202 B.C.E., Hannibal had to return home to defend Carthage againstan attack by a Roman army. There he was defeated in the battle thatended the Second Punic War. Carthage was forced to give up Spain toRome, along with huge sums of money.

For about fifty years, there was peace between Rome and Carthage.Then, spurred on by Cato (KAY-toh), a senator who demanded thecomplete destruction of Carthage, the Romans attacked once more.



The Third Punic War lasted three years. In 146 B.C.E., the Romansburned Carthage to the ground. They killed many people and soldothers into slavery. Rome was now the greatest power in theMediterranean region. It controlled North Africa, much of Spain,Macedonia, and Greece.

The Punic Wars expanded Roman power and territory, but Rome'svictories came at a price. Countless young men had died in the longwars. In addition, people living outside Rome suffered huge losses inpopulation and property. Hannibal's army had destroyed thousands offarms. Other farms had been neglected while farmers went off to fightin Rome's armies. By the time the soldiers returned home, Rome hadbeen forced to import grain from Sicily and other places. Small farmswere being replaced by large estates, where the wealthy plantedvineyards and raised livestock. Unable to compete with the wealthylandowners, many poor farmers had to sell their land.

While riches and slaves flowed into Rome from the conquered lands, sodid new customs. Many of the new ideas came from Greece. WealthyRomans competed with one another to build Greek-style homes and



beautiful temples.

By 145 B.C.E., Roman conquests had brought great wealth to the cityof Rome. But they had also put the ideals of the republic under greatstrain. By the end of Rome's third period of expansion, the republiccollapsed.

The final years of the republic were marked by still more wars. Many ofRome's allies resented having to pay Roman taxes and fight in Romanarmies without enjoying the rights of citizenship. In 91 B.C.E., somerebelled. To end the revolt, Rome agreed to let all free Italians becomeRoman citizens.

Rome also had to fight to put down slave revolts. As Romansconquered new territory, they brought hundreds of thousands ofprisoners to Roman lands. They turned them into slaves who labored onfarms and in the city. Although some slaves were respected, Romansoften treated their slaves very harshly. A slave named Spartacus led afamous revolt in 73 B.C.E. After crushing his army and killing Spartacusin battle, the Romans put thousands of the surviving rebels to death oncrosses.

There was trouble in the city, too. With so many slaves to do the work,thousands of farmers and laborers had no jobs. They crowded intoRome, becoming a mob that an ambitious leader could turn into anarmy.

Rome's army was producing many such leaders. Generals used theirarmies to gain fame and power in far-off lands and then to fight forinfluence in Rome. In one such civil war in the 80s B.C.E., 200,000Romans were killed.

Forty years later, another civil war broke out between two ambitiousgenerals, Pompey (POM-pee) and Julius Caesar (SEE-zer). Pompey hadexpanded Roman rule in such eastern lands as Syria and the island ofCyprus. Caesar had conquered much of Gaul.



By 49 B.C.E., Pompey was back in Rome, while Caesar commanded anarmy to the north of Italy, across the Rubicon River. Both men wantedto control Rome, but Pompey had the support of the Roman Senate.

Urged on by Pompey, the Senate forbade Caesar to enter Italy with hisarmy. Caesar disobeyed. On January 11, 49 B.C.E., he crossed theRubicon with his army. After three years of fighting, he defeatedPompey. The frightened Senate named Caesar dictator for life. WithCaesar in control, and after nearly five hundred years, the republic wasat an end.

As dictator, Julius Caesar introduced many reforms. He gave work tothousands of Romans by starting projects to make new roads and publicbuildings. To keep the poor happy, he staged gladiator contests theycould watch for free. He also adopted a new calendar that is still usedtoday.

Caesar had a vision of Rome as a great empire. He started newcolonies and granted citizenship to the people of cities in Gaul andSpain. But he did not live to see his vision come true. On March 15, 44



B.C.E., a group of enemies stabbed Caesar to death as he was enteringthe Senate.

The men who killed Caesar thought they were saving the republic. Butthey were wrong. Instead, real power would never return to the Senate,as an emperor eventually emerged to take Caesar's place.

Caesar's murder plunged Rome into civil wars that lasted over tenyears. When the fighting ended, Caesar's grandnephew and adoptedson Octavian was the sole ruler of Rome. So began the Roman Empire,and Rome's fourth period of expansion.

To gain power, Octavian had to defeat jealous rivals. One of them wasMarc Antony, a popular general. Antony had married Queen Cleopatraof Egypt. In 31 B.C.E., Octavian defeated Antony and Cleopatra in a seabattle near Actium, Greece. His army chased the couple to Egypt,where they killed themselves. Octavian was now the supreme ruler ofthe Mediterranean region.

Octavian knew that the Romans prized their republic. He told them hewas restoring the authority of the Senate. But in fact, he was incomplete control. The Senate gave him the title Augustus, which means“revered” or “honored.” He ruled for life as Caesar Augustus, andhistorians call him Rome's first emperor.

Augustus encouraged education, art, and literature. He completedgrand construction projects, repairing more than eighty temples. “Ifound Rome brick and left it marble,” he boasted. He also gave Romeits first police force, firefighters, and library.

Augustus ruled over more than fifty million people. He turned easternkingdoms, such as Judea and Armenia, into Roman provinces. To betterdefend the empire, he pushed its borders to natural boundaries: theRhine and Danube rivers in the north, the Sahara in the south, and theAtlantic in the west.

The empire needed a strong economy. The Romans improved trade bybuilding harbors, canals, and roads. Goods flowed across the empireand from as far away as China. Romans made trade easier byestablishing a single system of currency.



But Rome's final expansion brought new problems. To reform Romanmorals, Augustus harshly punished people for being unfaithful to theirhusbands or wives. To protect himself and his family, he established aprivate army, the Praetorian (pray-TOR-ee-uhn) Guard. Later, this sameGuard sometimes took part in murder plots against the emperors itwas supposed to protect.

Under Rome, the Mediterranean world was mostly at peace for 200years. This period is called the Pax Romana, or Roman Peace. Butkeeping the peace cost the Romans a great deal. During Augustus'sreign, one rebellion in the east took three years and 100,000 soldiers toput down.

Later emperors added to the territory controlled by Rome. From Britainto the Red Sea, a single power ruled over the greatest empire the worldhad ever known.

In this chapter, you read about four main periods of Romanexpansion. In each period, the costs of expansion were great.Yet, the Roman Empire lasted 500 years.



Conquest of the Italian Peninsula The first period of expansionbegan in 509 B.C.E. The Romans rebelled against the Etruscans, andRome became a republic. The Romans then conquered central Italy. By264 B.C.E., Rome controlled all of Italy.

The Punic Wars During the second period of expansion, from 264 to146 B.C.E., Rome fought Carthage in the three Punic Wars. As a result,Rome gained North Africa, much of Spain, and Sicily. Rome alsoconquered Macedonia and Greece.

The Final Years of the Republic During the third period ofexpansion, from 145 to 44 B.C.E., Rome took control of Asia Minor,Syria, Egypt, and Gaul. But civil wars divided the republic. Julius Caesarmade himself dictator for life. Then Octavian seized power, becomingthe first emperor, Caesar Augustus.

Rome Becomes an Empire The fourth period of expansion beganwith the start of the empire and lasted until 14 C.E. The emperorscontinued to add a great deal of new territory. At its height, around 117C.E., the Roman Empire stretched from Britain to the present-dayMiddle East.

Rome grew its empire through a series of wars. The Romans knew howto conquer new territory. But it takes more than armies and fighting tokeep an empire. An empire also needs a strong economy to feed itspeople, provide necessary goods as well as luxuries, and pay for itsarmies and government.

A key part of any economy is trade. As the empire grew, the Romanspromoted trade by improving trade routes and providing a singlecurrency, or form of money. Let's look at how these steps helped theRomans grow their economy and strengthen their empire.

Trade Routes

At its height during the 100s c.e., the Roman Empire ruled all the landsthat ringed the Mediterranean Sea. The expansion of the empire hadgiven the Romans control of trade routes as well as territory. Traderstraveling by land and sea connected people and goods throughout theempire. From Spain came wine, olive oil, copper, and gold. Britain soldits tin and wool. Gaul produced olives, wine, grain, glass, and pottery.Wool, linen, and timber were shipped from Asia Minor (present-dayTurkey) and Syria. Egypt provided papyrus, which was used to makepaper, and vast amounts of grain. Every year vast grain fleets sailedfrom Egypt and Africa, bringing much-needed food to Rome.



Trade also brought valuable goods from outside the empire. Caravansbrought goods to busy port cities on the Mediterranean. From Africacame gold, incense, and ivory, and luxuries such as ostrich eggs. Indianspices, Chinese silk, and other goods traveled across Asia by land tocities like Antioch in Syria. From there they were shipped to Rome.

The Romans improved these trade routes and created new ones. Theybuilt harbors, canals, and a vast system of roads.

While it lasted, the Pax Romana (Roman Peace) provided the order andstability that trade required. The Roman army made the roads and searoutes safe for traders.

In turn, trade helped the economy grow. People in each area of theempire could sell what they grew or made to people in other areas whocould use these goods. They could also buy things that they couldn'tproduce for themselves. For instance, the city of Rome needed muchmore grain to feed its people than local farmers could grow. By tradingwith Egypt, Romans got the grain they needed. Egypt benefited byselling grain to Rome.

Currency System

The people who made up the Roman Empire came from many culturesand spoke many languages. The Romans knew that people needed astandard way of exchanging money if trade was to flourish. So thegovernment produced currency in the form of coins.

Coins were made of silver, gold, and sometimes bronze. The value ofeach coin was equal to the value of the metal it contained. Everyonelearned to use the same coins, which made it much easier to set pricesand to buy and sell goods (and pay taxes).

Besides making trade easier, coins helped the government tocommunicate with people. Inscriptions and images on the coins sentmessages from Rome throughout the empire.

The images on some coins symbolized values, qualities, or ideas thatwere important to the Romans. When Americans see the Statue ofLiberty, they think of freedom. For Romans, the goddess Felicitas stoodfor happiness. Emperors used the image of Felicitas to symbolize theblessings of Roman rule.

Our coins don't often change. Roman coins were different. At a timewhen there were no newspapers, radio, or television, emperors



regularly issued new coins that reflected the news of the day. The firstemperor, Caesar Augustus, issued over 100 types of coins during hislong reign.

Emperors also used coins to publicize their efforts andaccomplishments. They put their own images on the coins. (Augustuschose to show himself as a young man even after he had aged.) Oftenthey added messages about victories in wars or important constructionprojects.

Many messages were intended to persuade people that Roman rule wasgood for them. One coin, for example, showed a female figure holding acornucopia (a horn-shaped container overflowing with food) and ears ofgrain. The image was meant to communicate that the emperor wasmaking sure his people had enough grain to make food.

The Romans, then, used coins not only to make trade easier but also tounify the empire. While Roman currency remained strong, it helped theempire to prosper. In the later years of the empire, Roman coins lost agood part of their value. This was one sign of a weakening economy—and of mounting troubles in the empire.



Did the benefits of Roman expansion outweigh the costs?

P R E V I E W

© Teachers’ Curriculum Institute From Republic to Empire 1

From Republic to Empire

i n t E R a c t i v E s t u d E n t n o t E b o o k

Suppose that your family were much larger—perhaps two or three times larger than it is now. What would be some of the benefits of living in a larger family? What might be some of the drawbacks, or costs?

Key Content TermsAs you complete the Reading Notes, use these terms in your answers.

R E A D I N G N O T E S

civil war Punic Wars Caesar Augustusdictator Julius Caesar Pax Romana

i n t E R a c t i v E s t u d E n t n o t E b o o k

© Teachers’ Curriculum Institute From Republic to Empire 6

In the T-chart below, list at least three benefits and at least three costs of Roman expansion from 509 B.C.E. to 14 C.E.

In a well-written paragraph, explain whether you think the benefits of Roman expansion outweighed the costs. Support your opinion by giving specific evidence from your T-chart and from the chapter.

P R O C E S S I N G

Benefits of Roman Expansion Costs of Roman Expansion

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