Learning Activities Grade 7

Suggested Learning Activities for Grade 7 students during the COVID-19 school closure.

Seattle Public Schools is committed to making its online information accessible and usable to all people, regardless of ability or technology. Meeting web accessibility guidelines and standards is an ongoing process that we are consistently working to improve.

While Seattle Public Schools endeavors to only post documents optimized for accessibility, due to the nature and complexity of some documents, an accessible version of the document may not be available. In these limited circumstances, the District will provide equally effective alternate access.

Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is not intended to take the place of regular classroom instruction but will help supplement student learning and provide opportunities for student learning while they are absent from school. Assignments are not required or graded. Because of the unprecedented nature of this health crisis and the District’s swift closure, some home activities may not be accessible.

If you have difficulty accessing the material or have any questions, please contact your student’s teacher.

Week of May 11 – 15 Grade Level: 7th Grade

7th Broadcast Schedule | የትምህርት ስርጭት የጊዜ ሰሌዳ | 广播时间表

Jadwalka Warbaahinta | Programa de Transmisión | Lịch Trình Phát Sóng

Tuesday, May 12th

1:00pm 7th Science ሳይንስ 科学 Saynis Ciencia Khoa học

Wednesday, May 13th

10:15am WA State

Tribal History የዋሽንግተን

ስቴት የጎሳ ታሪክ

华盛顿州部落

历史

Taariikhda qabiilooyinka Gobolka WA

Historia Tribal del estado de

WA

WA Lịch Sử về Bộ Lạc

Thursday, May 14th

1:00pm 7th Science ሳይንስ 科学 Saynis Ciencia Khoa học

Friday, May 15th

10:15am WA State

Tribal History የዋሽንግተን

ስቴት የጎሳ ታሪክ

华盛顿州部落

历史

Taariikhda qabiilooyinka Gobolka WA

Historia Tribal del estado de

WA

WA Lịch Sử về Bộ Lạc

• SPS-TV Channels in the City of Seattle: Comcast 26 and 319, Wave 26 and 695, Century Link 8008 and 8508.

• በሲያትል ከተማ ውስጥ የ SPS-TV ቻናሎች: Comcast 26 እና 319 ፣ Wave 26 እና 695 ፣ Century Link 8008 እና 8508 ። • 西雅图市政府的 SPS 电视频道：Comcast 26 频道和 319 频道，Wave 26 和 695，Century Link 8008 和 8508。 • Mawjadaha aad ka heli karto telefishanka dugsiyada dadwaynaha Seattle waa: Comcast 26 iyo 319, Wave 26 iyo 695,

Century Link 8008 iyo 8508.

• Los canales SPS-TV en la ciudad de Seattle son: Comcast 26 y 319, Wave 26 y 695, Century Link 8008 y 8508.

• SPS-TV Channels trong thành phố Seattle: Comcast 26 và 319, Wave 26 và 695, Century Link 8008 và 8508

Grade 7 Science Instructional Materials

Matter & Energy in Ecosystems Unit

Lesson 2 (Amplify Chapter 1, Lesson 1.3)

Matter and Energy in Ecosystems

Name _____________________________________________________

School_____________________________________________________

Class Period ________________________________________________

Teacher ____________________________________________________

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020 1

Hello Families,

We hope you and your family are well and safe during this time. During this unprecedented out-of-school

time, the SPS middle school science team will be offering instructional opportunities for students that align

with the district’s adopted middle school science instructional materials.

This investigation packet is part of a series of district-aligned lessons for middle school science developed by

AmplifyScience and adopted by SPS in 2019. While Amplify Science lessons are designed to be done in the

classroom with peers, there are some activities that students can complete at home.

In this packet you will find activities to accompany the lesson videos being aired this week through Seattle’s

Public television programming on SPS TV (local channel 26). The videos and packets are also posted to the,

SPS Science webpage under their corresponding grade level. These lesson videos, developed in collaboration

between SPS teachers, Denver Public Schools teachers, and Amplify Science, feature teachers going through

the information in the lessons. The work in this packet is intended to be completed alongside the viewing of

the video of the corresponding videos.

Closed captioning for the videos is available many home languages if this helpful to your family.

○ Click CC (bottom right of video)

○ Click Setting (the gear next to CC)

○ Click Subtitles/CC

○ Click Auto-translate

○ Choose your language

For students who have access to the internet and the following devices and browsers may wish to log-in to

their AmplifyScience account from home are welcome to do so. Chrome and Safari are the recommended

browsers to use for full functionality of the Amplify digital tools and features.

Sincerely, Seattle Public Schools Science Department

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020 2

____________________________________________________________________

____________________________________________________________________

_____________________________________________________________________

What You Need for This Lesson: • A pen or pencil

• Some lined or blank paper Optional but encouraged: • Access to Amplify online

• Printed “Sunlight and Life” Article Set • A family member or friend

➢ In this unit we are trying to find out why the Biodome failed. ➢ In this chapter, we are working toward answering the question: Why didn’t the

plants and animals in the biodome have enough energy storage molecules?

The Role of Plants Think about different types of plants found in an ecosystem.

Could you have an ecosystem without plants? Yes or No

Explain why or why not. _________________________________________________

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020 3

In this lesson we will investigate: Where do energy storage molecules in an ecosystem come from?

Read the Sunlight and Life Article Set

As you read, look for information that might help you figure out the Investigation Question!

Reading: “Sunlight and Life”

Active Reading Strategies

• Use red pencil (or other color: ) to underline evidence

• Use green pencil (or other color: ) to circle unit glossary words and unfamiliar words

• Write definitions above circled words

• Write in the margins to identify questions, impactful ideas, and “a-ha!” moments

Photosynthesis happens in cell parts called chloroplasts.

Chapter 1: Introduction

The edge of a big lake is full of life. Fish

dart through the bright green reeds, ducks

dive for algae growing in the shallow mud, and insects buzz everywhere.

However, if you go out to the middle of the lake and dive to the bottom,

you’ll find a dead zone—a dark and barren area with hardly any organisms: no

fish, no plants, not much of anything.

Why do some areas support so much life, while others are relatively

lifeless? To survive, organisms need energy—and this energy comes from

energy storage molecules. These molecules store energy that can be

released in an organism’s body. Energy storage molecules include glucose,

In deep lakes, there are many more starch, and fat. Ecosystems with lots of organisms need to have lots of organisms living in the shallow water where light can penetrate. In the deepest, darkest waters of a lake, not much life exists.

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020 4

energy storage molecules to keep all those organisms alive. Some ecosystems contain lots of energy storage molecules, while

others don’t contain as many.

Only producers (such as plants) can make the energy storage molecules that fuel life in an ecosystem. Energy storage

molecules are made mostly of carbon, and carbon is all around us in the form of carbon dioxide gas.

Producers take in carbon dioxide molecules from the air and water. Using energy from sunlight, producers combine the

carbon dioxide molecules with water molecules, changing them into glucose molecules and oxygen molecules. This process is

called photosynthesis. Through photosynthesis, producers take carbon from abiotic matter and move it into biotic matter in

the form of glucose. Then the organisms in an ecosystem can use that glucose to make other energy storage molecules, like

starch and fat.

The process of photosynthesis takes place in tiny cell parts called chloroplasts. Only producers have them, so only

producers can do photosynthesis. In order to get the energy to do photosynthesis, producers need sunlight.

Sunlight is one reason some ecosystems have so many more energy storage molecules—and so much more life—than

others. With more sunlight, producers like plants and algae can do more photosynthesis. They take more carbon out of the

atmosphere and turn it into more energy storage molecules to meet their energy needs. As producers make more energy

storage molecules, consumers—the animals that eat the producers—get more energy storage molecules from eating the

producers. Those consumers use energy from the energy storage molecules to survive and reproduce, increasing in number.

Then secondary consumers—the ones that eat animals—are able to get more energy storage molecules from eating the

primary consumers that ate the plants. An ecosystem that gets lots of sunlight can support lots of organisms, while an

ecosystem that gets less sunlight can support fewer organisms.

To find out about other ecosystems where the amount of sunlight has a big effect on the amount of living things, read one

of the chapters that follow.

Photosynthesis

Using energy from sunlight, carbon dioxide and water react to form glucose (an energy storage molecule) and oxygen. During this reaction, atoms are rearranged.

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020 5

During winter, the Arctic is dark almost 24 hours a day. During summer, the sun shines on the Arctic almost 24 hour d

Chapter 2: Arctic Seasons

The Arctic is the area near Earth’s North Pole. If you visit the Arctic in winter, you’ll see a dark, wind-swept landscape,

with no plants visible and a few hardy animals searching for food in the snow. If you visit the same spot in summer, it’s

completely transformed. Low plants bloom everywhere. Big herds of grazing animals feast on the plants, and wolves lurk

around the edges of the herds, hoping to feast themselves. The air is alive with insects and birds.

What causes this transformation? Because of the way Earth tilts in its orbit around the sun, the North Pole points toward the

sun in summer and away from the sun in winter. This means that the North Pole is in darkness 24 hours a day during the

winter: for months, the sun is never seen. However, during the summer, the North Pole is in sunlight 24 hours a day: for

months, the sun never sets.

All that sunlight fuels a boom in photosynthesis. Plants and other producers take in water from melted snow and carbon

dioxide from the air. Using energy from sunlight, they transform the water and carbon dioxide into oxygen and glucose, a type

of energy storage molecule. This transformation happens through the process of photosynthesis. Because the sun never sets

in the summer, Arctic plants can photosynthesize 24 hours a day, constantly producing energy storage molecules that are

stored in their bodies, available for animals to eat.

Because of the way Earth tilts, the Arctic is pointed toward the sun in the summer and away from the sun in the winter.

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020 6

The plant-eating animals that live in the Arctic time their reproduction so their offspring are born at just the right time to

take advantage of this bounty of plants (and energy storage molecules). As the animals digest the plants, they use the carbon

in glucose to make other energy storage molecules, like fat, which can be stored for times when there is less food. Arctic

predators also time their reproduction to the season, having offspring just when lots of food is available for them in the form

of other young animals. Reproduction leads to a population

boom for the year-round residents of the Arctic. However,

that’s not the only reason there are more animals in the Arctic

in summer: birds and many other animals migrate to the Arctic

in summer to feast and reproduce. When summer ends, they

go away again to sunnier areas.

In the summer, caribou eat the grasses and mosses found in the Arctic.

As summer ends and the sunlight dies away, the plants stop

photosynthesizing and lie dormant. Many plants survive the

winter as seeds. Only a few animals remain. Some hide themselves away and hibernate through the long winter—not eating

at all and using as little energy as possible. Darkness descends, and the Arctic once more becomes a relatively lifeless winter

landscape.

Chapter 3: Coral Reefs and Clear Water

Coral reefs form in clear, shallow water with lots of sunlight. Reefs may look like they are made of rock, but they’re not—

reefs are living structures made up of millions of tiny animals called coral polyps. Their hard skeletons stick together to form

reefs that may be up to 2,300 kilometers (1,429 miles) long! What’s even more amazing about coral reefs is the huge number

of different organisms that make their homes in them: fish, sea stars, urchins, shrimp, sponges, crabs, sharks, and more.

Coral reefs depend on sunlight. Why? Coral polyps are animals, not plants—they can’t do photosynthesis. However, inside

each tiny polyp are even tinier algae made of just one cell each. These algae are producers, and it’s their ability to do photosynthesis that gives life to the reef ecosystem.

As sunlight filters through the clear, shallow water, the algae perform photosynthesis. There is carbon dioxide dissolved in

ocean water, and the algae take in carbon dioxide along with water. Using energy from sunlight, the algae change the water

and carbon dioxide molecules into oxygen molecules and glucose, a type of energy storage molecule. The energy storage

molecules are stored in the bodies of the algae. Because the algae live inside the coral polyps, the polyps are able to use some

of the energy storage molecules produced by the algae for their own energy needs.

With a constant supply of energy storage molecules,

coral polyps grow and reproduce, forming huge reefs.

Arctic foxes have to scrounge for food during winter.

the

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020 7

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020

Many types of fish eat coral polyps, getting the energy

storage molecules they need. Sharks and other large fish

prey on the smaller fish that eat coral. With plenty of

sunlight, one coral reef can support a huge community of

organisms.

Since reefs depend on sunlight, they also depend on clear

water that the sunlight can penetrate. If the water above a

coral reef becomes too muddy or polluted, the whole reef

ecosystem is threatened. Muddy water blocks sunlight,

preventing it from reaching the coral reef. Without sunlight,

the algae inside the coral polyps can’t photosynthesize. The

algae run out of energy storage molecules, and they quickly

die. Without access to the energy storage molecules from the

algae, the coral polyps soon die as well. The fish and other

animals that depended on the coral die off or swim away to

find other

food. A coral reef without access to sunlight becomes a skeletal reef—it can’t

support the life it did before. Sunlight truly is life to a coral reef.

Coral reefs thrive in places where sunlight can shine through shallow, clear water.

In this close-up photo of coral polyps, you can see the tiny green algae living inside them!

Parrotfish eat coral polyps. If you dive near a reef, you can hear parrotfish munching on the coral.

With sunlight and clear water, healthy coral reefs provide homes for many different species of organisms.

Muddy water blocked the sunlight and killed this coral reef. Most of the animals that

8

Chapter 4: Light Shafts on the Rain Forest Floor

We usually think of rain forests as being full of life, and the

treetops definitely are. The leafy branches of tall rain forest

trees are known as the canopy, and this is where most

organisms in the rain forest are found. Colorful birds fly back

and forth, eating fruit or insects, mating, and nesting. Rain

forest plants take root up in the treetops, growing on high

tree branches. Each branch of a rain forest tree is like a

garden, with dozens of different kinds of plants growing on it

and insects and other small organisms everywhere.

The vibrant life of the rain forest canopy is powered by

sunlight. Rain forest trees and the smaller plants growing on

their branches use the energy from sunlight to perform photosynthesis: This scientist is collecting insects from the rain

they take in carbon dioxide from the atmosphere and water from all the forest canopy. The canopy gets plenty of sunlight, which helps it support many different species.

rain that falls. Through the process of photosynthesis, the trees and

plants change the carbon dioxide and water into oxygen and a type of energy storage molecule called glucose. These energy

storage molecules are stored in the bodies of the trees and plants and become available for insects, birds, and other animals

to eat. Because so many energy storage molecules are available, huge numbers of

organisms can meet their energy needs in the rain forest canopy.

The rain forest floor, on the other hand, is dark and shady—a A toucan eats fruit in the sunny rain forest canopy.very different place from the canopy. Leaves block most of the

sunlight on its way down. In fact, only about 2% of the sunlight that

hits the rain forest penetrates down all the way to the ground.

Because there is so little sunlight on the rain forest Green basilisk lizards live in rain forest floor, plants at that level can’t photosynthesize trees near lakes and ponds. When in

very well. There are relatively few plants growing danger, they can jump down and run over the surface of the water to escape!

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020 9

on the rain forest floor, which means that there is not a lot of photosynthesis going on and few energy storage molecules

available for animals to eat. The lack of sunlight means that the rain forest floor cannot support as much life as the rain forest

canopy.

However, when a huge tree falls, all that changes. A falling tree rips a big hole in the rain forest canopy, letting a shaft of

sunlight hit the forest floor. As sunlight warms the ground, seeds that may have been lying there for years begin to sprout. In

the shaft of sunlight, plants and young trees start growing. With access to sunlight, these plants can photosynthesize,

changing carbon dioxide and water into oxygen and energy storage molecules. The plants store the energy storage molecules

in their bodies, where they become available for animals to eat. The shaft of sunlight brings life to the rain forest floor, at least

for a while. Eventually, the young trees will grow tall and block the sunlight once more.

The rain forest floor gets little sunlight, preventing many plants from growing there.

When a big tree falls in the rain forest, it makes a hole in the canopy. Light streams down, and lots of plants grow in the shaft of sunlight.

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020 10

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Think back to the lesson Investigation Questions - Where do energy storage molecules in an ecosystem come from? - then, go back and look at what key ideas you circled,

underlined, or highlighted in the reading above.

1. What evidence did you gather from the readings that relate to the investigation question?

2. Share your ideas about where the energy storage molecules in an ecosystem come from!

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020 11

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020 12

Video for Lesson 3 (Part 1)

To prepare for Lesson 3, please read the article below!

Reading: “What is Carbon?”

Active Reading Strategies

• Use red pencil (or other color: ) to underline evidence

• Use green pencil (or other color: ) to circle unit glossary words and unfamiliar words

• Write definitions above circled words

• Write in the margins to identify questions, impactful ideas, and “a-ha!” moments

All these things contain carbon.

What’s in diamonds, steel, plastic, plants, and animals—including you? It’s carbon! Carbon is a type of

atom, and it’s all around you.

Carbon is essential to life on Earth. All biotic matter—the matter that makes up living things—has carbon

in it. Along with nitrogen and oxygen, carbon is one of the most important atoms that make up biotic matter.

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020 13

There are carbon atoms in energy storage molecules like glucose, starch, and fats, as well as in proteins, DNA,

and most of the other types of molecules that living things need to survive. Whenever you eat, part of what

you’re eating is made up of carbon. Carbon helps make up the bodies of animals, plants, bacteria, and all other

living things. Carbon is even found in the dead remains of living things, which are another type of biotic

matter.

Carbon isn’t only found in biotic matter, though. If you’ve ever used a pencil, you’ve seen and touched

pure carbon—it’s the black stuff that makes up the tip that you use to write. People often call this part of a

pencil the “lead,”but it is actually a substance called graphite, which is made up entirely of carbon atoms.

Although the tip of a pencil may break when you use it, pure carbon can also form one of the hardest

substances found on Earth: diamond. In addition to graphite and diamonds, carbon is found in many other

kinds of abiotic matter, like steel and plastic.

You can see carbon in the form of a pencil or a diamond, but in other forms, carbon is actually invisible.

The air all around you contains an invisible gas

called carbon dioxide, which—you guessed it—is

partly made up of carbon. You add carbon dioxide

gas to the air with every breath you take. Whenever

you breathe out, you give off carbon in the form of

carbon dioxide. This carbon dioxide becomes part

of the abiotic matter of Earth’s atmosphere.

Why is carbon found in so many different kinds

of matter, both biotic and abiotic? It’s because

carbon atoms are good at joining with each other

and with other types of atoms to form molecules.

That ability to join with other atoms allows carbon

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020

Carbon can be found in many different kinds of matter, both biotic (living) and abiotic (nonliving).

14

to make up many different types of things, from diamonds to invisible gases to living things like you.

Matter & Energy in Ecosystems, Lesson 2 Student Packet, SPS Science, 4-2020 15

Week of May 11th

Middle School Math Grade 7

Topic 8 Lessons 8-5 & 8-6

Solve Problems Involving Geometry

How to Access & Use Pearson Bounce Pages

The Bounce Page app is a place where you can access Virtual Nerd videos. These are interactive tutorial videos that go over the fundamental math concepts of each lesson.

You can download Pearson Bounce Pages from your Android or Apple store.

TIPS FOR USING BOUNCE PAGE

1. AIM the camera so the FULL page is easily viewable on your screen. For best results, flatten the page, or if scanning a screen be sure the entire page is visible on your phone screen.

2. TAP the screen to scan the entire front of the page. Scan the ENTIRE page. Scanning a single problem will not work. Scan the page BEFORE students write on the page.

3. BOUNCE the page to life by clicking your Bounce Pages program icon.

4. Update the operating system on your device and the Bounce Pages app as needed.

Copyright © by Savvas Learning Company LLC. All Rights Reserved. 7

Name Reteach to Build Understanding

8-5

R 8-5

Marsha made the ceramic plate shown. What is the circumference of the plate? Use 3.14 for p.

C = pd Formula for circumference

C = p(9.5) The diameter is 9.5 inches.

C ˜ (3.14)(9.5) Use 3.14 for p.

= 29.83 Multiply.

The circumference of the plate is about 29.83 inches.

What is the circumference of the unicycle tire shown in the diagram? Use 3.14 for p.

1. What is the radius of the tire?

2. What is the diameter of the tire?

9.5 in.

16 in.

3. Fill in the boxes.

C = pd

= p( ° ° ) ˜ ( ° ° ) ( ° ° ) = ( ° ° )

4. What is the circumference of the unicycle tire?

On the Back!

5. The circular top of a clay pot has a diameter of 14 centimeters. What is the circumference of the pot’s circular top? Use 3.14 for p.

Name: TUTORIAL PRACTICE

Scan for8-5 Additional Practice Multimedia

1. a. The circumference of a circle measures 11.27p ft. What is the measure of the diameter of this circle?

2. Circle A has a radius of 21 meters. Circle B has a radius of 28 meters.

a. Find the circumference of each circle in terms of p.

b. Reasoning Is the relationship between the radius and circumference the same for all circles? Explain. MP.2

3. The diameter of a circle is 18 m. Eugene claims that the circumference of the circle is about 113.04 m.

a. What is the circumference of the circle? Use 3.14 for p.

b. What mistake did Eugene likely make?

4. How much fencing is required to enclose a circular garden whose radius is 14 m? Use22 for p.7

5. What is the diameter of a circle with a 6. How many flowers, spaced every 4 inches, circumference of 132 ft? Use 22

7 for p. are needed to surround a circular garden with a 200 inch radius? Use 3.14 for p.

Go Online | PearsonRealize.com 8-5 Solve Problems Involving Circumference of a Circle 105

7. Wheel A has a diameter of 25.4 inches. Wheel B has a diameter of 22.5 inches.

About how much farther will Wheel A travel in one rotation than Wheel B? Use 3.14 for p. Round your answer to the nearest whole number.

8. Find the circumference of the circle at the right in terms of p. 13 mi

9. Circle Y has a radius of 22 meters and Circle Z has a radius of 27 meters.

Assessment Practice

a. Find the circumference of each circle in b. By how many meters is the circumference terms of p. of Circle Z greater than the circumference

of Circle Y? Use 3.14 as an approximation for p.

10. The circumference of one coin is 8.03 cm. The circumference of another coin is 0.33 cm smaller.

a. What is the first step to find the diameter of the smaller coin?

� Find the radius of the smaller coin.

� Find the diameter of the larger coin.

� Find the circumference of the larger coin.

� Find the circumference of the smaller coin.

b. Find the diameter of the smaller coin. Use 22

7 for p.

106 8-5 Solve Problems Involving Circumference of a Circle Go Online | PearsonRealize.com

22 yd

4.5 ft

Copyright © by Savvas Learning Company LLC. All Rights Reserved. 7

Name Reteach to Build Understanding

8-6

R 8-6

A circular field in a park will be planted with sod. Sod costs $3 per square yard.

The diameter is 22 yards, so the radius is 22 , 2 = 11 yards. Find the area.

2A = pr Formula for area of a circle

˜ (3.14)(11)2 Substitute 3.14 for p and 11 for r.

= 3.14(121) Simplify the power.

= 379.94 Multiply.

The area is about 380 square yards.

Find the cost: 3 ° 380 = 1,140. The sod will cost $1,140.

Luke uses rug hooking to make a new rug. He estimates that the cost of the yarn will be $5 per square foot. How much will he spend on yarn?

1. How do you find the radius of the rug? What is the radius of the rug in feet?

2. Fill in the boxes to find the area of the rug in square feet. Round the final area to the nearest tenth.

2A = pr

= p( ˛ ˛ )2

˜ ( ˛ ˛ ) ( ˛ ˛ ) ˜ ( ˛ ˛ ) square feet

3. How do you find the cost of the wool for the new rug?

4. Find the cost of the wool.

On the Back!

5. Malik has a mirror in the shape of a circle. The mirror’s diameter is 76 centimeters. What is the area of the mirror? Use 3.14 for p.

Name: TUTORIAL PRACTICE

8-6 Additional Practice 1. A certain coin is a circle with diameter

18 mm. What is the exact area of either face of the coin in terms of p?

Scan for Multimedia

2. The radius of a circular sign is 12 inches. Equal parts of the sign are painted red and yellow. How many square inches are painted each color? Use 3.14 for p.

3. A water sprinkler sprays water outward in a circular pattern. What area will be watered if the radius of the spray from the sprinkler is 18 ft? Write an exact answer in terms of p.

4. How many times greater is the area of Circle 1 than the area of Circle 2? Explain your answer.

9 yd

Circle 1

Circle 2

3 yd

5. a. The diameter of Circle J is 18 cm. The diameter of Circle K is 31 cm. Which circle has the greater area and by how much? Use 3.14 for p.

b. Describe how you can compare the areas of two circles.

6. Higher Order Thinking Sandra just finished planting avacados, carrots, radishes, tomatoes, and spinach in her new garden. The garden is a circle whose diameter is 50 yards. If she planted equal regions of each vegetable, what is the area of Sandra’s garden that has carrots? Use 3.14 for p.

Go Online | PearsonRealize.com 8-6 Solve Problems Involving Area of a Circle 107

7. The circumference of a circular patio is 8. The area of a circular window is 53.38 feet. What is the area of the patio? 113.04 square inches. What is the Use 3.14 for an approximation for p. Round diameter of the window? Use to the nearest tenth. 3.14 for p.

Assessment Practice 9. The figure is made by attaching semicircles to each side of

an 11 ft-by-11-ft square. Find the area enclosed by the figure. Use 3.14 for p. Round to the nearest whole foot. Explain. 11 ft

10. The diameter of Circle A is 8 inches. The diameter of Circle B is 4 inches greater than the diameter of Circle A. The diameter of Circle C is 4 inches greater than the diameter of Circle B.

PART A

What is the area of each circle? Use 3.14 for p.

PART B

How many times greater is the area of Circle C than the area of Circle A?

108 8-6 Solve Problems Involving Area of a Circle Go Online | PearsonRealize.com