Dear Students, Parents and Families:

As you know, there have been significant developments over the past few

days. Significant efforts are being made to counter the spread of COVID-19.

Governor Lamont has closed all schools through March 31st. In a way to

provide continuity of learning for every student, we are implementing an

independent distance learning plan. This initiative will support ongoing

learning when students are home from school. The program will allow us to

provide students with an independent learning experience on emergency

closing days with the understanding that the day will not need to be added

to the calendar in June. The program will be initiated on Monday, March 23,

2020. It will cover independent learning for all students through the current

March 31st closure. While at home on these days, students are asked to engage in

independent learning, using their time to apply the skills and knowledge

they have been working on in their classrooms. Included in this booklet are

the following:

• Menus of learning activities carefully crafted by teams of teachers and

curriculum professionals for the days we are closed. These activities

represent various content areas and levels of difficulty, and aim to

support creativity, innovative thinking, personal wellness, and social

consciousness.

• Some activities refer to a separate worksheet. These items are

highlighted in red, and contain a reference number (e.g., “1-A”) which

can be found at the top of each attachment. All attachments have been

provided in student packets, and are also available on the website.

Grade 8

After each activity is completed, check the box in the activity square.

Students should bring the menu (as well as any other worksheets or papers)

back to school to share with their teacher on April 1st. In the event that we

need to remain closed, we will have additional independent learning

activities posted on the website and ready for pick up on April 1st. If you have any questions, do not hesitate to reach out to your child’s teachers. For your convenience, all of the information will be available on our district website beginning Thursday March 19th. Hard copies will be available at your child’s school on Monday March 23rd. Students with IEP’s will have individual packets ready for pick up at the schools on Monday as well. Your continued partnership to help Bridgeport Public Schools develop

meaningful programs and activities for our students is always

appreciated!

Sincerely, Michael J. Testani Superintendent

Activity Menu One

==> Ojr4 .. rtlons: Select at least two (2) activities per day. Share/revie\v your

choices \Virlt an adult. Each activity is labelled \Vith o ne or 1nore content area icons; co1nplete activities frotn a vnriet;y

of different content cate_qories (see icons belo w). C/1ec1< thelw:< for each activity y ou complete. Submityour work toyourteocher when you rewm to school.

-~ 0 ·'' I

$ ~·(. 0 . , ... "'>: .. •

"'" H \ . ~ .......

,,I

l.i tcracy Ma th S.T.E.M. Social World Career& Artaod Health and Studies Language Tecb Ed Music Wellness

NOTE: Items in RED indicate an attachment contained in this booklet; Items In BLUE Indicat e an onllne website or resource

D ~.

+ , . . '

Visit Time.com and navigate to the "Photography" se.:tion. Browse through photos and sele.:t a photo and article to read. Respond to the wri ting prompts on worksheet 1-A.

D © ~ Graphi1111: Make a data table and create a graph of some-thing in your house. Be sure to include a title, and appro-priate labels to show what

you found. Use the template on at!achment l·C

Go to om Stuclent News. Follow the instructions on the

CNN News worksheet (1-F).

D Watch and review CPR video: httos://www.vootube.com/

watch ?v-icPSae-oxPM Login to Office 365 and

create a Word Doc indicating the steps you

work take to perform CPR.

D ... ~

, . . , '

Read independent ly for at least 30 m inutes and respond

to the writing prompts on 1-B.

D ~ Go onl ine to view the video

about "Elements of Art -Space." Then, complete the questions included on the attached wori<sheet {1-D).

Laridscape From Your Window. Fol low the

instructions (Hi) and draw a picture of what you see from

your \Yindow.

Watch your favorite Disney animated movie in

French or Spanish and turn on the subtitles.

D Choose and complete one or more activities from any of the following websites that

interests you. www.Snotes.com

www.musictheorv.net www.classlcsforkids.com

D {l) ({$ Soorid: Using household

items, create an instrument that can project different

pitches. See attached Sound worksheet (1-E) for further guidance and suggestions.

Complete the •Head Shoulders Knees and Toes"

acttvity (1-H).

D For Geometry and/or

Algebra 1 students, complete the C.OngruentTrlangles

Winter Snowflake activity (1-J).

D Listen ancl/or w atdi your favorite music artist documentary. Write a short 1-2 paragraph essay

describing (1) success and (1) challenge that

you learned.

D 0 With adult permission, complete one round of

1 o jumping jacks 10 push ups 10 sit-ups

An Hour of Code: complete a coding activi ty at h!!i>EL

hoc.ndab.com/karel/

D Using the link below, go to

the "linear E qualioo Escape Room." For each page, you

have to get the correct answer to unlock the next

level. Can you solve it? Ciiek here

Worksheets and Attachments ... ,. , ~j-r-1;.. PHOTOGRAPHY AND THE NEWS (1-A)

Visit Time.com and navigate to the "Photography" section. Browse through photos and select a photo and

article to read. Write a brief response to explain how the image helps to support the communication of con­

tent from the news. Who or what is pictured? What is the tone ofthe photo? What new information can be

gained from the photo?

~ri WRITING PROMPT: CHARACTER CONFLICT ~/J

(1-B)

Read independently for at least 30 minutes and respond to the following prompt: What conflicts have been

established in the text? What have these conflicts revealed about the characters? Do they contribute to the

development of a theme in the text?

Worksheets and Attachments DATA GRAPHING (1-C)

Make a data t able and create a BAR graph of something at home. Be sure to include a title, labels and the ap­

propriate scale to accurately record what you found . Here are some examples of things you cou ld represent

with a graph:

• The different colors or different shapes in a handful of Legos

• The number of each color of M&M's found in one bag of M&M's

• The amount of snow accumulations or temperatu res at different times of the day

• The number of different types of electronic devices that you can find in your house

Data Table:

Worksheets and Attachments @~ ELEMENTS OF ART: SPACE (1-D)

Follow the link, watch the video, and answer the questions below: https:ljcptv. pbslearn ingmedia.org/resource /c4c91876-2651-4a25-835f-29a56cd 88e68/elements-of-art-space-kged-art-school/

1. Explain what space is.

2. Explain the difference between "positive space" and "negative space."

3. What are S different adjectives that are specifically used to describe a sense of space in a work of art?

4. Choose one word from the video that you aren't familiar with and define it using a dictionary. If there

weren't any words you didn't understand, choose one that you think someone else might not know.

Analysis of a piece of art

Answer the following questions based on the art you see here.

The Afternoon Meal (La Merienda) by Luis Melendez

How does the artist create space in this artwork?

How does the sense of space effect how you interpret this artwork?

If you were creating an artwork of your meal, what kind of background would you give it? Why?

Worksheets and Attachments ~ I I (1-E)

The problem you are investigating is: How can you make music from items around your house?

Procedure:

1. Using household items, create an instrument that can make sound.

2. Modify that instrument so that it can project different pitches. What did you need to change about

your instrument to produce different pitches?

3. Using the same "instrument" see if you can produce different volumes. What did you need to change

to produce different volumes?

4. Using your " instrument" as an example, write an explanation describing the difference between

amplitude and frequency in waves.

Optional Extension: Record a song for the class (flipgrid)

Worksheets and Attachments SOUND (1-E)

The problem you are investigating is: How can you make music from items around your house?

Procedure:

1. Using household items, create an instrument that can make sound.

2. Modify that instrument so that it can project different pitches. What did you need to change about

your instrument to produce different pitches?

3. Using the same "instrument" see if you can produce different volumes. What did you need to change

to produce different volumes?

4. Using your " instrument" as an example, write an explanation describing the difference between

amplitude and frequency in waves.

Optional Extension: Record a song for the class (flipgrid)

Worksheets and Attachments

Story #1

Story #2

Story #3

CNN NEWS UPDATE (1-F)

Directions: Go to CNN Student News. Scroll down to archives with dates of programs, then click on a date and watch a ten-minute show. Fill In the chart below to help you summarize the three stories In the video. Write at least one paragraph per story.

Worksheets and Attachments @l'.f.. LANDSCAPE FROM YOUR WINDOW (1-G)

Use materials of your choice (crayons, pencils, paint, clay) to create a

picture of the view from your window. What do you see? What is hap­

pening? How can you tell? What details can you include in your art­

work to describe what you see? Find a creative way to show what is

happening outside your window. Bring your artwork to school to share

with your class.

Added Challenge: After you 've created your artwork, write about the view from your window using the same

prompts listed above.

Hcacl, Shoul.<lcrs, Knees

9~I'i cabeza (head) hombros (shoulders) rod illas (knees) pies (feet) dedos del pie (toes) ojos (eyes) orejas (ears) boca (mouth) nariz (nose) piema (leg) brazo (arm) mano (hand)

(1-H)

Directions:

1. Sing "Head, Shoulders, Knees, and Toes" in espai'iol at least 3 times.

2 . Draw a body with all of the following body parts labeled in Spanish

Worksheets and Attachments CONGRUENT TRIANGLES ACTIVITY

D

Frid toe ~ of Ille ande~nAll

of Ille in.-o~ " Ille ~

K

(1-J)

Activity Menu Two Ojrt~rtjons: Select at least two (2) activities per day. Share/revie\v your

choices \Vid1 an adult. Each activity is labelled \Vith one or 1nore cont.ent area icons; co1nplet:e activities frotn a vnriefJ' of different content categories (see ico11s below). C/1eck thel10.x for each activit;y y ou complete. Submityour work to your teacher when y ou rew m to school.

••• c _,, ,_ rs) ~" 0 9f.· ·-;.

• ' •' "'i,,,,

Li re racy Matb S.T.E.M. Socia l World Career & Art and He;:ll th and

Studies Laaguage Tech Ed l\1usic Wellness

NOTE: Items In RED lndkate an attachment C"ontalned In this booklet; items in BLUE indicate an onllne website or resource

r=I =-1--~-=-:;:--~ r=I =-1 __ s-=-~~--~ .=I =-I _ ___,,=--~ .=I =-I __ ~_;;_~ Read independently for at

least 30 m inutes and respond to the following prompt:

What mood/tone has been established in the text? What

details does the author in­clude to help establi sh the

mood/tone?

Go to this Spanish website: www.soanlsh-J!ames.net and choose a vocabulary category

to review and then play a game.

D Self-Ponrait : Look in a mirror

and draw a self-portrait.

Include as much realistic detail as possi:>le.

D Mul ti-Step Equation Practice: Solve as many ofthe 20equa­

tions on the Equation work­sheet (2-F) as you can.

Write a shon story about a snow day conflict. For an

extra challenge t ry to embed at least one symbol

in your story.

Force and M otion: Draw a model to describe Newton's Third Law {see

worksheet 2-A for guidance).

D Watch the video and com-plete the acnvities on the ·elements of Art - Form·

w°"'5heet (2-C)

D Quantile Math at Hom e:

Explore enrichment activities for math just for you !

hUps:/bJub.lexile.comLr:J!!!b:: at-home

Rube Goldberg Idea Video After watching the video,

create a machine that pushes a marble (or other sphere) at least 0.5 meters across the

floor or t able.

Click on the link and read/ watch someth ing that interests

you: www.llourlactu.com Any language:

www&)gitaldlalects.com Practice your language (or explore a nei.v one !)

D Equation Practice: Pick any two rows on the attached

worlcsheet (2-0) to complete.

D Write a one page renection on whether we should celebrate

the first lOOyears of U.S. History (1776-1876) based on what you have studied so far?

Support your ansi.ver \vith specific historical events

(names, p laces, dates. etc.)

Choose and complete one or more activities fron1 any of the following w ebsites that

interests you. www.Snotes.com

www.musictheory.net -_.dassicsf.!l(kids.oom

Using the career Interview worlcsheet (2-8), inteNiew an

adult about their career and work history.

D Let's Get Movlng: Pick three activities from the packet to

help you work on your fitness (instructions/diagrams are

included on worlcsheet 2-E).

D ~: Design your own

Snow Day Scholars activity. What are the goals and learn­ing expectations of your activ­

ity? What content area(s) does it represent?

Worksheets and Attachments FORCE AND MOTION (2-A)

Draw a model of one of the fo llowing interactions to descri be Newton's Third Law. Be sure to

include t he action and reaction of both objects. Add labels or symbo ls to show t he motion.

• A golfer swinging t heir club to hit a go lf ball

• Two people on ice skates pushing away from one another.

• Your own idea involving t he motion of two colliding objects

Worksheets and Attachments (3) CAREER INTERVIEW ~°" . ....._,w

(2-B)

DIRECTIONS: Interview an adult (parent, grandparent, teacher, coach, friend, etc.) about their work h istory. This

person does not have to be currently employed but has worked at least one job before. Set aside at least 30 minutes to complete th is assignment.

Name of person being intervie\11ed: ---------------------------------

Howdoyou knowthem? ____________________________________ _

The following questions are REQUIRED for your 1nterv1ew

1. What was your first job and how much did you get paid (approximately)?

2. How many different jobs have you had inyoo r l ife?

3. What type of skills did you learn from these early j obs?

4. Have you ever worked more than one job at the same time? If so, why? And what were the jobs?

5. Ho''' did you decide upon your career goals?

6. What is your highest educaoon and training level ?

7. Ho'.v has your education/training impacted your job opportunities?

8. What is/was your currenVmost recent job? How long have you/did you work(ed) in this position?

9. How many hoo rs do you/did you work in a typical week?

10. Is there anything you would do differently in your education and training? ls there anything you would change or wish you

wou Id have done?

Choose five (5) questions from those listed below to ask your interview subject

1. Are you req uired to have ongoing education and/or training to maintain your current position? If yes, what is it?

2. Is your current job you r Ndream job"? Oid you imagine \•1oi*ing in this field ,.vhen you \ •1ere younger? Please explain.

3. How has technology ch anged or impacted your career held?

4. Ho•.v have .. vorking conditions, gender roles, and equity issues changed in your job?

5. Has climate change or increasi ng environmental awareness had an impact on your career? If yes, hov1?

6. Have you ever had a coworker that you didn't get along .. vith? How did you handle that?

7. What parts of your job do you find the most challenging?

8. What parts of your job do you find the most rewarding?

9. Have you ever been fired from a job? Please explain.

10. Have you ever quit or res.gned from a job? Please explain.

Worksheets and Attachments <fl#.!"; ELEMENTS OF ART: FORM (2-C)

Using the following link, go online and watch the video. Then answer the questions below. {Use a separate piece of paper if needed) https:ljcptv.pbslearningmedia.org/resource/508799Sa-6e3f-4el a-a3e2·41 f21bece763/elements-of-art-form/

What is the difference between " implied" and " real" form?

When a triangle has the added dimension of depth, what does it become?

When a circle has the added dimension of depth, what does it become?

Choose one word from the video that you aren't familiar with and define it using a dictionary. If there weren't any words you didn't understand, choose one that you think someone else might not know.

Analysis of a Piece of Art

Answer the following questions based on the art you see here.

Onions and Tomato by Mary Ann Currier

How does the artist create the illusion of 3 dimensional form in this artwork?

How does the use of light and shadow affect the feeling you get from this artwork?

If you were painting or drawing a still life, how do you think you would create the illusion of 3 dimensional

form? What objects would you include in your still life, and why?

EQUATION PRACTICE (2-D)

Pick any TWO raws ta complete. On a separate piece af paper, write the problem and shaw yaur wark.

ROW A

ROW B

ROW c

ROW D

ROW E

Solve the equation and sh ow steps:

3x + 8 = 29

What is the sum of the interior angles of

a triangle?

0 A sq uare has ape-

rimeter of 52 units. What is the length of

each side?

Solve the equation and show steps:

-4(2x + 5) - 3x = 35

Solve the equation:

4x + 8 = 2x + 6x - 10

Write an equation for

the expression. Then solve mentall y:

3 less than a number is 12. What is the

number

Can a right triangle also be an obtuse

triangle?

.. Yes .. No

Why or why not?

" A sq uare has an area of 100 sq uare feet.

What is the length of each side?

A dog pen is 18 feet wide. Its length is twice the width.

What is the total pe-rimeter of the pen?

What is the absolu te value of -6?

Simplify with out us-

i ng a calculator:

2(-4)- 8(-2) + 2'

Solve the equation and sh ow steps:

4x-10 = -10

v A bag contains 18 red gum bal Is and 6 yel-

low gum balls. With-out looking, what is the probability that you will randomly

choose a yellow gum ball?

Write and solve an equation:

Eight I ess than twice a number is42. What

is the number?

Solve the equation:

6(x- 12) = 2(3x - 36)

At noon, the temper-ature is -4 • F. By 6:00 pm, the temperature

rose 26 degrees. What is the new

temp?

Solve the equation:

x -= 24 8

v Solve the equation

and show steps:

" -- 8=32 <I

What is each interior angle measure of an equiangular triangle?

Make up your own example of an equ a­tion that has no solu -

tion. You mu st use the distributive prop­

erty.

Use the distributive property and then

simpli fy the expres-

sion:

3(x-6)+4(2x-9)

Solve the equation:

1 -x=U 3

9 What is 8 less than

negative 12?

What is the square

root of 90 rounded to the nearest tenths

place?

Simplify each expres­

sion:

1-561 =--1401 = __

I

Worksheets and Attachments LET'S GET M OVING!

WALL PUSH-UP EXERCISE TARGETED MUSaES: Arms, shoulders, and chest

CURL-UPS TARGETED M USCLES: Abdominals

STANDARD PLANK TARGETED MUSa ES: The pfonk is one of the best eJ<ercises you can do fo r your core because it builds isometric strength to help sculpt your ~voistline (abdomlnols) and improve your posture. Depending on liie type of plonk you try, you can also engage your back, ar1ns, shoulders, glutes, a11d hcmsrri11gs.

BOX JUMPS During the upward phase of this movement, you'll use your core, glutes, quads, hamstrings, calves, and eve11 arms to p ropel yourself o nto the box. When you land during box jump ~ workouts, yourquads will do m ost of

the wod<

(2-E)

1. Face a wall, sta nding a little farther than arm's length away, rcet shou ldcr·width apart.

2. l ean your body for\'lard and put your pahns Oat against the wall at shoulder height arid shoulder·width apart.

3. S.fo'Nly breathe in as you bend your clboi.vs and lov1cr your upper body toward the wall in a slovr, controlled motion. Keep your feet flat on the floor.

4. Hold the position for l second.

S. Bteathe out; slowly push yourself back until you r arms are straight.

6. Continue for 10-15 reps

7. Rest 1 minute, then repeat 10-15 more reps.

1. Begin by lying flat on th e floor on your back with knees bent, heels approximately 18' away from your buttocks and arms extended at your side

2. Raise your head and shoulders off the floor and slide your hands along the floor keeping your elbows locked and f eet flat until your Rngerrips almost reach your heels

3. Return to t he starting poStdon (only pausing for JS second) t hen repeat t his movemen t unnl you have done 10-15 reps.

4. Rest 1 minut e, then repeat another 10-15 reps.

1. Plant hands directly under shoulders (sligh tly wider than shoulder width) like you're about to do a push-up.

2. Ground toes into the floor and squeeze glutes to stabilize your body. Your legs should be working, too - be careful not to lock or hyperextend your knees.

3. Neutralize your neck and spine by looking at a spot on the floor about a foot beyond your hands. Your head should be in

line \•Jith your back .

4. Hold the position for 20-60 seconds. As you get more com­fortable with the move, ho ld your p lank for as long as possi­ble without compromising you r form or breath.

5. Continue for 10-15 reps. Rest 1 minute, then repeat 10-15 more reps.

1. To properly perform a basic box jump, stand facing the box, feet shou lder-width apart.

2. Bend your knees and si.ving arms behind you, keeping your back straight. In one explosive motion, S\ving your arms for· ward and push off t he ground, t ucking your knees sl ightly as you spring up onto the box.

3. Repeat this until you have done 10 reps total.

4. Rest one minute then repeat 10 more reps.

Worksheets and Attachments FOREARM PLANK TARGETED MUSaES: 1he plank is one of the best exercises you can do for your core because it builds ison1etric strength to help sculpt your waistline (obdomlnols) and improve your posture. And depending on the type of plank you tty, you con also engage your back, arms, shoulders, glutes, and ham­

strings.

MOUNTAIN alMBERS An exero·se that gets your heatt rote up fast, \Vhile also firing neatly every musdegroup in the body-deltotds, biceps, tri· ceps, chest, ob!lq11es, abdominals, quads, homsttlt1gs and hip

abductors.

HIGH KNEES

Develop s strength and endurance

of the hip flexors, the muscles that lift the knees and prevents plodding in the n1nning stride. Develops strength and endurance

" of the quads. Stretches the hip extensors, v.llich include the gluteal muscles. 1hese benefits lead to a longer stride for faster, more efficient running.

JUMPING JACKS Target Musdes- lats, shoulders, biceps, t riceps, inner thighs,

hon1strlngs, quads, calves, and glutes

I

SQUAT JUMPS

---2

I ''

A squat or jumping exercise \.Vorks

numerous muscles in the lower body,,

core, and even the upper body. The

major muscles used ore the quadri­

ceps, hamstrings~ gluteols~ lower bade

and abdominals.

1. This variation, one of the m ost common i.vays to perform a plank, is slight ly easier t han holding your body up i.vith just your hands.

2. Place forearms on the floor \•1ith elbo\•1saligned belO\V shoul ­ders and arms parallel to your body at about shoulder width. If nat palms both er your wrists, clasp your hands together.

3. Hold the position for 20-60seconds. t>s you get more com­fortable with the move. hold your plank for as long as possi­ble without compromising your form or breath.

1. Start i1l a plank pos.tion with arms and legs l ong. Beginning in a solid plan k is the key to p roper form and good results in the Mountain Climber . ...

2. Pull your right knee intoyourchest . ...

3. Quickly switch and pull the left knee in ..

4, Continue to ~.vitch knees until you have performed 10-20 reps

5. Rest one 1ninute, t hen perform 1().20 m ore reps

1. Stand wi th your feet hip-width apart. Lift up your left knee to yourchest.

2. s .. v itch to lift your right kntt to your chest. Conti11ue t he 1noveme11t, alternating legs and moving at a sprinting or run· ning pace for 30 seconds.

3. Rest one minute, t hen repeat for 30 more seconds

1. Start standing up with your legs together, a slight bend in knees, and hands resting on th ighs.

2. Keeping knees bent, open the arms and legs out to the sides. Arms come above the head and legs wider than shoulders.

3. Close your arms and legs back to your sides, retu m to start.

4. Repeat until you have performed 20 reps

5. Rest one 1ninutc then repeat 20 more reps

1. Stand v:it h your feet sh oulder·'nidth apar t .

2. Start by doing a regular scuat, then engage your core and jump up explosively.

3. When you land, lower you r body back into the squat position to complete one rep. Land as quietly as possible, which re­quires control.

4. Do two setsof !O reps.

Worksheets and Attachments MULTI-STEP EQUATION PRACTICE

J, .. • .s--\.•--.... _. ___ '"'"'-... ' T<l91<. ~d 11 \

' ' Solve the equcltiol'\ :

' ' 4x + 6 + 3 = 17 : ' ' ' ' ' ' , .. ___________________ ,

,,,.--·----~--------.. { T<l91<. cxtl'<l llS \

' : Solve the equtJtiOJ'\ ' I : 3x - 5 = - 48 - 40x I

' I \ J ..... ---------------____ ,

l....1 , ... -- -'--\..•---t..- .i"--\..·-.. ~ ' ( T <191<. O:ll'<I 10 \

' i Solve t he equcltiOJ'\ ' l - 8x - 4 =-2 + x - 6 - 8.r ' ' ' I ' ' ' ' , .. ___________________ ,

,--- - ..1.../.--_,. __ ..:r.. _ _ _ 'I...~-

( T 4'1<. O:lM 113 ' \

Solve the equcrti°"

lOx+ 6 = - Jx - 21 + lOx

' ' ' ... ___________________ ,

J,------"----t ...... -J .... \.."-.....

' T<i:tl<. Oc1M 117 \

Solve the equ<ltlon

l'lx + St • - 8.r - '4(-Sx + 2 )

' ' , .. ___________________ ,

l..l_J,-•---- -~---- ........ ' T <I.>!< °'1'<1111 \ •

' Solve the equcltion : I

8x - 4 (x + 8) = 8 i I

' ' ' ' ' .... _______________ ____ ,,

,.,.-•~------~--------· , " {T~l<<>:ll'dle '

j Solve tbe equcrtiOJ'\ f

j x+Z • -10.r+,ox-6 ! I I

' ' '~-------- -----------''

j,-~~---L~-1--~~-~ --~

'T<l91<. O:ll'<I # 10 '

Solve the equcltion

2 3 1 --- x +-x + 4 = 0 3 2 3

' ' ' , ... ________________ ___ ,

-1' J,-- ~-----~-'--- ... ----... , ' T<l91<. OclM # I+ '

Solve the e1uation

10(-12x t IB) = -!02 0

' ' , ..... _______ ____________ ,

J,-----1.. ----'---------~, ( T<l91<. o:n-d 1118 ' I

' Solve the e qutJtiOJ'\ I

' ' ' 5(5x - 5) • - 25 + 5x ' ' ' ' ' I ' ' ...... _____ _______________ .. ,

/r~~~d-,"3-'---·-----... \ I ' : Solve the equcrtlon ! o I o I I I

: 4 9 I . , x- =-+x • . ' . 0 I

' . ' . ' ' ..... ____________ ____ ___ ,,

,Jr~~n.J..-----\.-.... ,\ Solve the equcrtlon

3x + 3x = 16 + 8x

' ' , ... ___ ____________ ____ ,

LJ __________ ..._ _________

,14'1'. ~d 1111 \

Solve the equcrtiOJ'\

4( b +- 8 ) 6(s 11) + 11x

' ' .... _________________ ..,...,

IJ .. ----------(,,.-~ ---~ - -.. {14'1<. O:ll'<I I 1S \ ' Solve the equcltiol'\ ' I • • • : - zx - 2 (x + 27) = - 26 • • • ' ' ' ' ,

.. ___________________ ,

,f~iZ~'dli0---------.

Solve the equcrtion

- 6.r - 2(3.r + 18) = - 96

' ', , ... ___________________ ,

(2-F)

'~ __________ ....._ ____ .... __ ( T<l91<. O:ll-d 1+ \ : Solve the equcltion i ' ' I o I I

.i 14 = -(x - 8) i I I o I

' ' ' ' ' ...... ___ ----------------""

-~_,,------·-~-· ------ ..... ( T cttl<. O:lM 18 ' ' Solve the equcrtion ' ' ' ' • 10 - 10x = 1 - 9x ' ' I

' ' ' I

' ..... _____ ------------ -- ~/

y-------------- -1 T4'1'. O'.tl'd II~ , : SoJve tbe equtJtiOJ'\ i I ' ' : 1.8x+10.Z • Z.7x+tZ.9I 1 I I I , I ' ' ....... ____ i-·----------·-·-/

J,-~ ------ -'-7------ - "'-......

( T <191'. cxtr-<I I 10 \ ' Solve the equ cltiOJ'\ : ' ' ' • I • I

I

I 3x- 5 - Sx = 3 I

' I

I I

I I

I ' ' ' ' ' ' .. ________ ____________ ,

.;,,,.-• .... ; \.. .. -~-·- ---"'- ... , , T <191<. O:ll'<I II~ \

Solve the equcltion ! I

' • 52 = zx + 4(-3x-17) :

' • ' ' ' ' , ..... ___________________ ,

Instructions for CER Activity- Can be used in grades 6, 7, and 8

• Look at the picture closely

• Determine what clues you have (don't forget to look in the kitchen)

• You can use the clip art hand or write down your clues

• Make a claim about what you see (see possible claims

page)

• Fill in both graphic organizers and come up with a reasonable explanation about what happened (No right

answer, but all explanations must have evidence)

• Last view the C (claims) E (evidence) R (reasoning) video

Happy Sleuthing!

Downloaded from;

https://www.dvusd.org , ems, lib, centricity, domain , cer

Video located on YouTube: Bozeman Science- Claims Evidence Reasoning

Please visit: https://youtu.be/5KKsLuRPsvU for a video tutorial on this process. Read the scenario below and fill out the CER chart.

Use a clip art "hand" to point to any evidence you deem important.

Possible Claims

• Queenie is telling the truth. Arthur tripped and fell to his death.

• Queenie is lying. Arthur did not trip and fall to his death.

p c: m m ::> -· m ,..... m ---·