instructional packet - lapeer schools

Instructional Packet Week 4

Board of EducationJerry G. Ragsdale, President Richard E. Hill, Vice President

James D. Avery, Secretary Lawrence P. Ford, Treasurer

The Honorable John L. Conover, Trustee

Dr. Lisa A. Hagel, Superintendent2413 West Maple Avenue

Flint, Michigan 48507-3493(810) 591-4400

www.geneseeisd.org

This packet is compliments of Genesee Intermediate School District

to support your learning at home!

This book belongs to

____________________________________

Week 4

Please work with your child to complete the activities in the packet.

Your child may do these on their own or you may support them as needed.

The Secrets of Viking Ships

The Secrets of Viking Shipsby ReadWorks

Today, the Vikings are mostly known as violent pirates and raiders. And it is true that Vikings did raid and destroy many towns and villages along coastlines, all the way from what is now northern Russia to Morocco. But the Vikings were also traders and merchants and didn't simply destroy things. They also built towns and markets of their own, including Hedeby, which in the 10th century had a population of 1,500, making it the largest trading town in northern Europe. At their height, the Vikings attacked, settled or traded on four continents. They were active all the way from Canada (they became the first Europeans to travel to the Americas) to present day Istanbul.

All of their travel, trade and warfare were made possible by Viking ships, which were far more advanced than anything else sailing around Europe at the time. The most famous, and most feared, was the drekar, or longship. At sea, these ships could move quickly thanks to their large sails. The hulls of the ships were shallow and fat, which made them ride high in the water. This meant they could be driven right onto beaches, where the soldiers would jump over the side to attack and plunder villages and cities. The ships were also light enough that they could be carried from one body of water to another over short sections of land called portages. This greatly extended their range. Several such ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.

The Secrets of Viking Ships

drekar ships were found off the coast of Roskilde, formerly the capital of Denmark, between 1957 and 1962. The longest drekar measured 119 feet long with a crew of 100 men and space for 72 oars. With its gigantic sail, shallow hull and so many oarsmen, the ship must have been incredibly fast and highly maneuverable.

But Viking ships weren't just built for warfare. Another type, called the knarr or ocean-going ship, had cargo holds built into the bow and stern. One such cargo ship discovered near Roskilde was capable of carrying 24 tons, or 48,000 pounds. The knarrs would have looked similar to the drekars except they were longer, fatter and taller, and the space dedicated to cargo left less room for oarsmen. These were the backbones of the Viking empire, which they used to carry everything from gold coins to timber, spices and fine fabrics.

Both the drekar and the knarr were built using the same method called the clinker method. Traditionally, oceangoing ships have used a keel, shaped like the fin of a fish. The keel sinks into the water below the hull. It helps the ship maintain a straight line through the water and counters the force of the wind against the sail, which otherwise might blow the ship over. Traditional ships are also built with ribs which function just like the ribs on a human being, starting at the spine and growing out in a curve to protect the space inside.

Using the clinker system, Viking ships had no deep keel. Instead they were built fat enough to carry lots of soldiers or pieces of cargo whose weight helped keep the ship planted in the water. The construction process started with a heavy piece of wood at the bottom. From there, oak tree trunks were split into long, thin planks. Two planks were fastened to the bottom piece, and then each plank was fastened to the one before it like overlapping shingles on the roof of a house. A massive beam was laid across the bottom to strengthen it and also to support the mast. Finally, crossbeams were laid inside to create a deck and benches for oarsmen to sit. The result was sturdy, fast and light.

Viking ships were so advanced for their time they often were the biggest, tallest and most striking ships many people had ever seen. The Vikings made them even more intimidating using bright colors and intricate designs. A monk at the St. Omer Monastery, in France, wrote this description of a royal Viking ship in 1013:

"On one side lions molded in gold were to be seen on the ships, on the other birds on the tops of the masts indicated by their movements the winds as they blew, or dragons of various kinds poured fire from their nostrils...."

The description makes clear that Vikings were not simple marauders. They built a wealthy empire through trade as well as plunder and used their wealth to continuously improve their ships.

ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.

The Secrets of Viking Ships - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What is a drekar?

A. a Viking town

B. a merchant ship

C. a longship

D. an ocean-going ship

2. The author tries to persuade the reader of what?

A. Vikings were only violent pirates and raiders.

B. There was no connection between the Vikings' success and their ships.

C. Viking ships were more advanced than ships today.

D. Vikings were not simply pirates and raiders.

3. The Vikings considered speed an important quality in a ship. What evidence from the

passage supports this conclusion?

A. The hulls of the drekar were shallow and fat so the ships rode high in the water

B. The drekar had very large sails and space for many oarsmen.

C. The drekar were light enough to be carried from one body of water to another.

D. The drekar could be driven right onto beaches to allow soldiers to jump over the side.

4. Read the following description of the knarr: "The knarrs would have looked similar to

the drekars except they were longer, fatter and taller, and the space dedicated to cargo

left less room for oarsmen. These were the backbones of the Viking empire, which they

used to carry everything from gold coins to timber, spices and fine fabrics."

What can you infer about the knarrs?

A. They were not designed for warfare.

B. They were faster than the drekars.

C. They were designed to carry soldiers.

D. They were used for the same purpose as drekars.



5. What is this passage mostly about?

A. why Vikings are known as violent pirates

B. the different kinds of Viking ships

C. how Vikings decorated their ships

D. the two methods used to build Viking ships

6. Read the following sentences: "Viking ships were so advanced for their time they

often were the biggest, tallest and most striking ships many people had ever seen. The

Vikings made them even more intimidating using bright colors and intricate designs."

What does "striking" mean in this sentence?

A. violent

B. dangerous

C. impressive

D. delightful

7. Choose the answer that best completes the sentence below.

Vikings designed and used their ships for multiple purposes, _______ warfare, trade,

and travel.

A. finally

B. although

C. ultimately

D. including

8. Describe the knarr.



9. Describe the differences between Viking ships and other ships at the time.

10. Explain whether Vikings should be known mostly as pirates and raiders. Support

your argument using details from the passage.


WRITING PROMPT Week 4 Write about a time you were helpful (at home, at school, in the community, a family member).

© 2020 Curriculum Associates, LLC. All rights reserved. 7

Understanding Multiplication with Negative IntegersPractice multiplying negative integers.

1 Find each product. Then describe any patterns you notice.

3 • (2 7) 5

2 • (2 7) 5

1 • (2 7) 5

0 • (2 7) 5

(2 1) • (2 7) 5

(2 2) • (2 7) 5

(2 3) • (2 7) 5

2 Solve each problem. Explain how you determined the sign of the products.

(2 3)(9) 5 (2 8)(2 5) 5

(2 5)(2 6) 5 (2 1)(2)(2 6) 5

(2 2)(2 4)(2 7) 5 (2 3)(2 4)(2 3)(2 1) 5

Text

Melody, Cathy

CCSS.MATH.CONTENT.7.NS.A.2.AUnderstand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.�

Melody, Cathy


Understanding Multiplication with Negative Integers continued

3 Use the distributive property to show why the product (26)(23) is positive. The first step is done for you.

(26)(23) 1 (26)(3) 5 (26)[(23) 1 3]

4 Mark’s work to simplify (23)(25)(22) is shown. Explain his error and show how to find the correct product.

(23)(25)(22) 5 (215)(22) 5 30


Adding and Subtracting Positive and Negative Fractions and DecimalsEstimate each problem to check if the student’s answer is reasonable. If not, cross out the answer and write the correct answer. Show your work.

Problems Student Answers

1 1.3 2 (22.5) 21.2

3.8Possible estimate: 1 2 (23) 5 1 1 3 5 4 1.3 2 (22.5) 5 1.3 1 2.5 5 3.8

2 2 3 1 ·· 6 1 6 2 ·· 3 2 3 1 ·· 2

3 24.2 2 (22.9) 21.3

4 3 1 ·· 5 2 2 1 ·· 2 1 2 3 ·· 5 2 3 1 ·· 3

Melody, Cathy

CCSS.MATH.CONTENT.7.NS.A.1.CUnderstand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.�


Adding and Subtracting Positive and Negative Fractions and Decimals continued


5 5.9 2 7.3 2 10.2 11.6

6 2 5 5 ·· 6 2 1 22 1 ·· 3 2 1 5 1 ·· 6 1 2 ·· 3

7 11.5 2 5.4 2 4.7 21.4

8 211 1 ·· 8 2 12 1 ·· 4 2 1 221 1 ·· 2 2 2 1 ·· 8

9 How does estimating an addition or subtraction problem help you know if an answer is reasonable?


Understanding Multiplication with Negative IntegersPractice multiplying negative integers.

1 Find each product. Then describe any patterns you notice.

3 • (2 7) 5

2 • (2 7) 5

1 • (2 7) 5

0 • (2 7) 5

(2 1) • (2 7) 5

(2 2) • (2 7) 5

(2 3) • (2 7) 5

2 Solve each problem. Explain how you determined the sign of the products.

(2 3)(9) 5 (2 8)(2 5) 5

(2 5)(2 6) 5 (2 1)(2)(2 6) 5

(2 2)(2 4)(2 7) 5 (2 3)(2 4)(2 3)(2 1) 5

227

12

256 36

40

30

221

7

14

21

214

27

0

Possible answer: The product of a positive number and a negative number is always negative, and the product of two negative numbers is always positive.

Possible answer: The product of two negative numbers is positive. The product of a positive number and a negative number is negative. The product of three negative numbers is negative because the product of the first two factors is positive. That positive factor is then multiplied by a negative number, resulting in a negative product. The product of four negative numbers is positive because the product of each pair of negative factors is positive and then the product of two positive numbers is positive.

Teacher Packet


Understanding Multiplication with Negative Integers continued

3 Use the distributive property to show why the product (26)(23) is positive. The first step is done for you.

(26)(23) 1 (26)(3) 5 (26)[(23) 1 3]

4 Mark’s work to simplify (23)(25)(22) is shown. Explain his error and show how to find the correct product.

(23)(25)(22) 5 (215)(22) 5 30

(26)(23) 1 (26)(3) 5 (26)(0)

(26)(23) 1 (26)(3) 5 0

(26)(23) 1 (218) 5 0

(26)(23) 5 18

Possible answer: The product of two negative numbers is positive, so (23) (25) 5 15. The problem (23)(25)(22) can be rewritten as (15) (22) instead of (215)(22). The product of a positive number and a negative number is negative, so (15)(22) 5 230.

Teacher Packet


Adding and Subtracting Positive and Negative Fractions and DecimalsEstimate each problem to check if the student’s answer is reasonable. If not, cross out the answer and write the correct answer. Show your work.


1 1.3 2 (22.5) 21.2

3.8Possible estimate: 1 2 (23) 5 1 1 3 5 4 1.3 2 (22.5) 5 1.3 1 2.5 5 3.8

2 2 3 1 ·· 6 1 6 2 ·· 3 2 3 1 ·· 2

3 24.2 2 (22.9) 21.3

4 3 1 ·· 5 2 2 1 ·· 2 1 2 3 ·· 5 2 3 1 ·· 3

Possible estimate: 23 1 7 5 4

2 3 1 ·· 6 1 6 2 ·· 3 5 3 1 ·· 2 3 1 ·· 2

Possible estimate: 24 2 (23) 5 24 1 3

5 21

Possible estimate: 3 2 3 1 3 5 0 1 3

5 3

3 1 ·· 5 2 2 1 ·· 2 1 2 3 ·· 5 5 3 3 ··· 10

3 3 ··· 10

Teacher Packet


Adding and Subtracting Positive and Negative Fractions and Decimals continued


5 5.9 2 7.3 2 10.2 11.6

6 2 5 5 ·· 6 2 1 22 1 ·· 3 2 1 5 1 ·· 6 1 2 ·· 3

7 11.5 2 5.4 2 4.7 21.4

8 211 1 ·· 8 2 12 1 ·· 4 2 1 221 1 ·· 2 2 2 1 ·· 8

9 How does estimating an addition or subtraction problem help you know if an answer is reasonable?

Possible estimate:

6 2 7 2 10 5 21 2 10

5 211

5.9 2 7.3 2 10.2 5 211.6

Possible estimate: 26 2 (22) 1 4 5 26 1 2 1 5

5 24 1 5

5 1

211.6

Possible estimate: 12 2 5 2 5 5 7 2 5

5 2

11.5 2 5.4 2 4.7 5 1.4

1.4

Possible estimate:

211 2 12 2 (222) 5 211 2 12 1 22

5 223 1 22

5 21

211 1 ·· 8 2 12 1 ·· 4 2 1 221 1 ·· 2 2 5 21 7 ·· 8

2 1 7 ·· 8

Possible answer: I can use the estimate to determine if the correct answer is positive or negative. I can also determine if the estimate and the given answer are close.

Teacher Packet

7th Grade Social Studies SS070104

Oakland Schools Page 1 of 6

Graphic Organizer

The Social Studies goal this week is to review your skill of examining a source and apply that skill using two sources. Read through the Graphic Organizer and Big Idea Card. Then follow the directions for Comparing Sources Activity.



Big Idea Card

Big Ideas of the Lesson

• “Historical events happen once and then “disappear.” Since we cannot study historical events directly, historians rely on whatever evidence the event has left behind.

• Historians analyze this evidence (primary and secondary sources) for

accuracy. • Two ways to evaluate the accuracy of a source are by exploring internal

consistency and external consistency. • Internal consistency means that the facts within the source do not contradict

each other. • External consistency means that the facts within the source can be

corroborated “against” other sources.



Comparing Sources

Directions: Below are two sources dealing with factory conditions in England during the 1830s. Read both sources and answer the questions that follow. Document #1: The Sadler Committee Report: In 1832 there was a committee that investigated life in the factories for the workers. It was called the Sadler Committee. One of the first people called in to testify was Elizabeth Bentley, a twenty-three year old woman who started working in the factory when she was SIX YEARS OLD. Here are the questions and her answers taken directly from the transcript of the investigation.

Elizabeth Bentley, called in; and Examined. What age are you? --Twenty-three. What time did you begin to work at a factory? --When I was six years old. At whose factory did you work? --Mr. Busk's. What kind of mill is it? --Flax-mill. What were your hours of labour in that mill? --From 5 in the morning till 9 at night, when they were thronged. For how long a time together have you worked that excessive length of time? --For about half a year. What were your usual hours when you were not so thronged? --From 6 in the morning till 7 at night. What time was allowed for your meals? --Forty minutes at noon. Had you any time to get your breakfast or drinking? --No, we got it as we could. And when your work was bad, you had hardly any time to eat it at all? --No; we were obliged to leave it or take it home, and when we did not take it, the overlooker took it, and gave it to his pigs. Do you consider doffing a laborious employment? --Yes. Explain what it is you had to do? --When the frames are full, they have to stop the frames, and take the flyers off, and take the full bobbins off, and carry them to the roller; and then put empty ones on, and set the frame going again. Does that keep you constantly on your feet? --Yes, there are so many frames, and they run so quick.



Your labour is very excessive? --Yes; you have not time for anything. Suppose you flagged a little, or were too late, what would they do? --Strap us. Are they in the habit of strapping those who are last in doffing? --Yes. Constantly? --Yes. Girls as well as boys? --Yes. Have you ever been strapped? --Yes. Severely? --Yes. Could you eat your food well in that factory? --No, indeed I had not much to eat, and the little I had I could not eat it, my appetite was so poor, and being covered with dust; and it was no use to take it home, I could not eat it, and the overlooker took it, and gave it to the pigs. You are speaking of the breakfast? --Yes. How far had you to go for dinner? --We could not go home to dinner. Where did you dine? --In the mill. Did you live far from the mill? --Yes, two miles. Had you a clock? --No, we had not. Supposing you had not been in time enough in the morning at these mills, what would have been the consequence? --We should have been quartered. What do you mean by that? --If we were a quarter of an hour too late, they would take off half an hour; we only got a penny an hour, and they would take a halfpenny more. The fine was much more considerable than the loss of time? -Yes.

The Sadler Committee Report (1832). Hanover College History Department. 6 August 2012<http://history.hanover.edu/courses/excerpts/111sad.html>.



Document 2: Edward P. Cheyney: An Introduction to the Industrial and Social History. Chautauqua, New York: The Chautauqua Press, 1910. This source is an account of factory conditions of the time of the Sadler Committee. It was written by Edward P. Cheyney, an historian writing in 1901.

Children from seven years of age upward were engaged by the hundreds from London and the other

large cities, and set to work in the cotton spinning factories of the north. Since there were no other

facilities for boarding them, “apprentice houses" were built for them in the vicinity of the factories,

where they were placed under the care of superintendents or matrons. The conditions of life among

these pauper children were, as might be expected, very hard. They were remotely situated, apart

from the observation of the community, left to the burdens of unrelieved labor and the harshness of

small masters or foreman. Their hours of labor were excessive. When the demands of trade were

active they were often arranged in two shifts, each shift working twelve hours, one in the day and

another in the night, so that it was a common saying in the north that “their beds never got cold," one

set climbing into bed as the other got out. When there was no night work the day work was the

longer. They were driven at their work and often abused. Their food was of the coarsest description,

and they were frequently required to eat it while at their work, snatching a bite as they could while

the machinery was still in motion. Much of the time which should have been devoted to rest was

spent in cleaning the machinery, and there seems to have been absolutely no effort made to give

them any education or opportunity for recreation.

The sad life of these little waifs, overworked, underfed, neglected, abused, in the factories and

barracks in the remote glens of Yorkshire and Lancashire, came eventually to the notice of the

outside world. Source: Cheyney, Edward P. An Introduction to the Industrial and Social History. Chautauqua, New York: The Chautauqua Press, 1910. 6 August 2012 <http://books.google.com/books?id=MylwbO2NnCkC&pg=PA233&lpg=PA233&dq=%22Children+from+seven+years+of+age+upward+were+engaged+by+the+hundreds+from+London+and+the+other+large+cities,+and+set+to+work+in+the+cotton+spinning+factories+of+the+north.+Since+there+were+no+other+facilities+for+boarding+them,%22&source=bl&ots=k0VpP6_uDv&sig=iyidJvdiRCQmRSmBfhBzbhWU9FQ&hl=en&ei=_zU3Tf2DMcGB8gaUgq3YAw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CBUQ6AEwAA#v=onepage&q&f=false>.



Questions about the Sources

1. What are the differences between these two sources? 2. If you were studying factory life in Britain between 1800 and 1851, would these both be

“primary sources?” One? None? Briefly explain. 3. Which of these two accounts makes factory working conditions seem more real to you?

Why? 4. Which of the accounts is probably more reliable? Why? 5. Do you think that Edward Cheyney used testimony like Elizabeth Bentley’s to write his

account? Why or why not? 6. Historians do not include everything in their accounts. How do you think Mr. Cheyney

decided what to include? What do you think made something important enough to include in Cheyney’s account?

Texbooks:

https://www.fillmorecsd.org/site/handlers/filedownload.ashx?moduleinstanceid=3142&dataid=3414&F

ileName=LS_student_ebook.pdf

http://www.classzone.com/books/ml_sci_life/page_build.cfm?content=audio_read&state=none

Acids and Bases Cloze

Fill in the blanks with words from the box.

acid bitter burn digest hydrochloric hydroxide ions litmus

metals soapy sour vinegar

Lemons have citric acid.

Acids: An _________________ is a compound that contains

hydrogen and releases hydrogen _________________ (H+) in

water. Acids often taste _________________ and many acids

can _________________ you if you touch them. Another

property of acids is that they react with _________________ to

produce hydrogen gas as the acid dissolves the metal material.

Bases: Bases on the other hand are compounds that contain an oxygen-hydrogen combination

called a _________________. When placed in water hydroxides form hydroxide ions (OH-).

Bases feel _________________ when you touch them and taste _________________.

Many household cleaners are bases. Some bases can even dissolve hair and food, which makes

them ideal for clearing clogged drains.

https://www.fillmorecsd.org/site/handlers/filedownload.ashx?moduleinstanceid=3142&dataid=3414&FileName=LS_student_ebook.pdf

https://www.fillmorecsd.org/site/handlers/filedownload.ashx?moduleinstanceid=3142&dataid=3414&FileName=LS_student_ebook.pdf

http://www.classzone.com/books/ml_sci_life/page_build.cfm?content=audio_read&state=none

Acids, Bases, and Salts

www.science-teachers.com/physical.htm

Across

2 A substance that releases

hydroxide ions into water. (4)

5 The strength of an acid. (7)

6 One of the products when you

add an acid to a base. (5)

9 Acid found in your stomach. (12)

12 The process of adding acids to

bases. (14)

14 One of the products of adding an

acid to a base. (4)

16 A solid substance composed of

positive and negative ions. (7)

1 2 3

4

5

6

7 8

9 10 11

12 13

14 15

16 17

http://www.science-teachers.com/physical.htm

Down

1 A substance that releases hydrogen ions into water. (4)

2 How bases usually taste. (6)

3 How acids usually taste. (4)

4 An ion formed when a hydrogen ion combines with a water

molecule. (9)

7 Color of litmus paper in bases. (4)

8 Scale used to measure acidity and alkalinity. (2)

10 A substance used as an acid-base indicator. (6)

11 An atom or molecule with a positive or negative charge. (3)

13 The strength of a base. (10)

15 Common name for sodium hydroxide. (3)

17 Color of litmus paper in acids. (3)

Decision MakingNora has just started her first job after graduating from college. She earns $22,000 per year. She has estimated all her expenses in her budget as percents of her annual salary.

1. Write Nora’s budget in dollars.

Rent 21%

Food 12%

Clothing 10%

Transportation 9%

Medical 3%

Recreation 8%

Federal Taxes 11%

State Taxes 5%

Savings 5%

Miscellaneous 16%

2. If Nora gets an apartment by herself, her yearly rent would be $6600. What percent of her salary is that?

3. Subtract 21% from your answer to Question 2 to find the percent change in her rent expense in relation to her total budget.

4. Some things, like Federal taxes, cannot be changed because they are not under Nora’s control. What changes can she make so that she can move to her own apartment?

5. Do you think Nora should get her own apartment? Why or why not?

Name _________________________________________________

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Use with pages 563–567. 91

Extend YourThinking10-11

127C

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Decision MakingNora has just started her first job after graduating from college. She earns $22,000 per year. She has estimated all her expenses in her budget as percents of her annual salary.

1. Write Nora’s budget in dollars.

Rent 21%

Food 12%

Clothing 10%

Transportation 9%

Medical 3%

Recreation 8%

Federal Taxes 11%

State Taxes 5%

Savings 5%

Miscellaneous 16%

2. If Nora gets an apartment by herself, her yearly rent would be $6600. What percent of her salary is that?

3. Subtract 21% from your answer to Question 2 to find the percent change in her rent expense in relation to her total budget.

4. Some things, like Federal taxes, cannot be changed because they are not under Nora’s control. What changes can she make so that she can move to her own apartment?

5. Do you think Nora should get her own apartment? Why or why not?

worth having less money to spend on other things.

Possible answer: Yes, so she can have her privacy. It is

miscellaneous budget by 5% and recreation budget by 2%.

Possible answer: Decrease the clothing budget by 2%,

9%

30%

$3520

$1100

$1100

$2420

$1760

$660

$1980

$2200

$2640

$4620

Name _________________________________________________

Use with pages 563–567. 91

Extend YourThinking10-11

34 © h ps://worksheetplace.com Images: Illumismart TPT

Name:

My Calming Strategies For each of the calming strategies listed below, determine which ones help you and when they work for you:

Listening to music:_________________________________________________________ ___________________________________________________________________________________ Focus on deep breathing:______________________________________________________________ ___________________________________________________________________________________ Listening to music:___________________________________________________________________ ___________________________________________________________________________________ Coun ng:___________________________________________________________________________

___________________________________________________________________________________ Taking a me out/away:_______________________________________________________________

____________________________________________________________________________________ Listening to music:____________________________________________________________________

___________________________________________________________________________________ Exercise:____________________________________________________________________________

____________________________________________________________________________________ Read________________________________________________________________________________ ____________________________________________________________________________________ Fidget Toy/Squeezy___________________________________________________________________

instructional packet - lapeer schools

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