Grade 7
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1=;;C<7BG:3/23@A/<25@3/B0=F3@A=4G3AB3@G3/@&=;3E3@3E3::>@3>/@32A=;37;>@=D7A32=<
B63A>=B'63G/::1/@@732B63A/;3;3AA/53=45@3/B>:3/AC@3/<26=<=@/B037<5>/@B=4AC16/
67AB=@713D3<B'67A5@3/B2/GE/A7<B63B@/27B7=<=416/;>7=<A3;3@57<54@=;B63AB@33BA=4B63=E3@
/AB&723
W<B3@E=D3<E7B6B63A>33163AE3@3B63A=C<2A=4B63=B63@0=F7<53D3<BA4B3@B63A7FB60=CB3:7F
E/A;C16@3:73D32E63<67AB@/7<3@6/@:73A/72O'7;316/<53$C7199<=19=CB'67A7A7B*3N@3=<P
*/7B7<5B7;3E/A=D3@3:7FE/A3A1=@B324@=;B631:/AA@==;0G/2=H3<4/<A7<E67B3'A67@BAE7B6B63
E=@2W+/1@=AAB637@4@=<BA
<B=<7=E/A3A1=@B322=E</27V3@3<BAB/7@E3::/<25C7232B6@=C56/@=>32=V>/B6
AB63BE=1:7;0327<B=B63@7<5B631@=E23F>:=232E7B6/@=/@<B=<7=/<23:7F0=B60=E32
5@/134C::G/<2B63<@/7A32B637@/@;A7</19<=E:325;3<B
-.
-.
 Unbridled (adjective): <=B63:20/19=@1=<B@=::32
 />3@A=<E6=6=:2A/6756@/<9=@=T13
<B=<7=B@732B=031==:0CB3D3</AB63@=/@E/A7<7BAR@AB07@B663BC@<32A:=E:GB=;33B3:7FNA3G3A
:==97<527@31B:G7<B=67A3:7F<=223267A63/2/<2<B=<7=@3A>=<232<20=B6/A=<38CAB/A
?C719:GBC@<32/E/GB=4/1367A=E<1=@<3@
=<5L0=<5L0=<5'63@=/@BC@<32B=AB7::<3AA
O/273A/<23<B:3;3<&3J=@3AG&3J=@/AP
'63/<<=C<13@A>=93A:=E:G>:3/A32/B67A07:7<5C/:3V=@BA
O!=EB63;=;3<BE36/D3/::033<E/7B7<54=@LB63;/7<3D3<B03BE33<BE=R<3G=C<5#C3@B=%71/<
R56B3@A>@=2C1BA=4=C@=E3@/AB&723P
O=7A/72/P

1/::32=CB/;3;03@=4B63/C273<13
OW<B67A1=@<3@E37567<5>=C<2A3:7F)/@5/A<27<B67A1=@<3@E37567<5>=C<2A<B=<7=
@CH'63E7<<3@E7::@3>@3A3<BB63=GAN:C07<B63B=C@</;3<B=416/;>7=<AB63=:23<:=D3A
'63@3E7::03<=2@/E /GB6303AB;/<E7<P
'631633@7<5=4B631@=E2A6==9B63E7<2=E>/<3A=4B63=:20C7:27<5AAC@@=C<27<5'=;>97<A&?C/@3
#/@9BB6313<B3@=4B63@7<5B63@343@33E/A57D7<57<AB@C1B7=<AB=B63G=C<5AB3@A
O33>G=C@>C<163AC>!=:=E0:=EA!=>C<167<5=<B630/19=4B6363/233>G=C@63/2AC>
(<23@AB/<23BNA6/D3/1:3/<R56B!=EA6/936/<2A/<21=;3=CBR56B7<5P
=B6G=C<5AB3@AB=C16325:=D3A/<2<=2232'63GBC@<32/<22/<132?C719:GB=B637@1=@<3@A'637@
63/2B=E3:A/<22@3AA7<55=E<AE3@3:74B32<3/B:G4@=;B637@A6=C:23@A0GB637@B@/7<3@AN<7;0:3
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R<53@A<B=<7=1@=AA3267;A3:4

3:7F272B63A/;3
"!"!%"(!"!3:7F/<2<B=<7=BC@<32/<24/1323/16=B63@A?C/@3:G7</R56B7<5>=A3
3:7FE/AB32<=B7;331/;37<4/AB63/2:=E6/:46C<1632B=E/@267A@756BA6=C:23@/<2:/A632
=CBE7B6/AB@/756B:34B3;7AA32/@756B1@=AA/A<B=<7=A:7>>32B63>C<16/<21=C<B3@32E7B6=<3
BE=B6@33:34BAB6/BA</>>323:7FNA63/20/19A3<27<5/;7:2A6=191=C@A7<5B6@=C5667;W43:7F6/2
/<GA;/::2=C0B/0=CBB637@4@73<2A67>/V31B7<5B637@R56B7BE/A037<5<3/B:G27A>3::32

<B=<7=2/<132/8=GB=036=:27A:34B6/<2E/A:793/>7AB=<>C;>7<58/0A=<3@756B/4B3@/<=B63@
E7B6A33;7<53/A33:7F0=0032/<2E3/D32/<2<3D3@AB=>>320=@7<57<39<3EB6/B/B:=<5@/<53
63E/A/B/27A/2D/<B/53<B=<7=6/2B==;C16@3/16=<67;"<:G0G1=;7<57<1:=A31=C:23:7F
6=>3B=/1673D3B632@3/;32=49<=19=CB
<B=<7=9<3EB632G</;7B3B6/BE/AAB=@327<67A/;75=0@=B63@NARAB32C1932/A6=@B@756B/<2
;7AA32/:34B6==93:7FB@/>>3267;/5/7<ABB63@=>3A8CAB:=<53<=C56B=>=C@A=;3>C<7A67<5@756BA
/<2:34BAB=<B=<7=NA6/@2;72A31B7=<<B=<7=A:7>>32/E/G4@=;3:7F1@/A67<5BE=:34BAB=67A63/2
E6716A3B3:7FNA@756B3/@B=@7<57<5
-.
-.
-.
 /B3@;23@7D324@=;#C3@B=%71/<&>/<7A6;3/<7<5O=E3@/AB&723P
 Nimble (adjective): ?C719/<2:756B7<;=D3;3<B=@/1B7=<
 /@7BC/:0:3AA7<5;/230G;3;03@A=4A=;30@/<163A=46@7AB7/<7BG
 Dispel (verb): B=;/93A=;3B67<55=/E/G=@3<2
=<5=B6/;75=A4@=H3/>C<16E3::=<7BAE/GA3<27<5C>/@=/@=4/>>@=D/:4=@5==2
A>=@BA;/<A67>
3:7FE/:9320@7A9:G0/19B=67A1=@<3@7A@756B3/@6/2<=BAB=>>32@7<57<5<B=<7=5@/134C::G2/<132
67AE/GB=E/@267AAB==:<=<3B63E=@A33F13>B4=@5:=E7<55:=D30C@<AA6=E7<5/<5@G@32/5/7<ABB63
E67B3<3AA=467A;72@70A
O*/B16B6/B@756B'=<GP7AB@/7<3@B/:9327<B=67A3/@O%3;3;03@3:7F/:E/GA5=3AB=B630=2G3N::
E/<BG=CB=2@=>G=C@6/<2A4=@67A=D3@6/<2:34B=@@756B=B7BP
<B=<7=<=2232A>@/G7<5E/B3@=CB03BE33<67AB33B6343:B03BB3@/A67AA=@3;72A31B7=<E/A037<5
R@;:G@C0032
3:7FNA1=@<3@E/A/:A=0CAG
O,=C5=BB/53B7<B63@343::/P3:7FNAB@/7<3@>=C@32E/B3@=D3@67A1C@:G4@=:=19AO3B7<B63@3=@63NA
5=<</16=>G=CC>4@=;E/G0/19P
=<5=<5%=C<2BE=3:7FE/A=V67AAB==:/<2@CA632<B=<7=:793/0C::A3<27<5/6/@2@756BB=
67A63/23/2A=4E/B3@3F>:=2324@=;<B=<7=NA:=<56/7@
<B=<7=6C@BA3<B0/19/0:C@@7<50/@@/53=4:34BA/<2@756BAB6/B=<:G;3/<B>/7<B=3:7FE6=
@3BC@<32E7B6/A6=@B:34BB=B6363/24=::=E320G/:==>7<5@756BB=B630=2G<B=<7=1=C<B3@32E7B6
67A=E<SC@@G4=@17<53:7FB=57D35@=C<2CB<=B4=@:=<5
3:7F0=0032/<2E3/D320=0032/<2E3/D32=11/A7=</::G>C<167<567ABE=5:=D3AB=53B63@
<B=<7=E/7B324=@B63@CA6B6/BE/AAC@3B=1=;33:7F1:=A327</<2437<B32

E7B667A:34BA6=C:23@
/<2B6@3E/@756B7<AB3/2756BAAC223<:G3F>:=2327<A7233:7FNA63/2/A<B=<7=A:7>>32B630:=E/<2
67B67;E7B6/>7AB=<:793:34B1/B167<567;SCA6=<B63>=7<B=467A167<
32:/;

0@=93:==A3/A3:7FNA:35A;=;3<B/@7:G0C19:3234=C56B=V/A3@73A=4@756BA/<2:34BA/<2
1/;30/19E7B6/AB@=<5@756BB6/BB/C56B<B=<7=@3A>31B
<B=<7=2/<1327<1/@34C::G39<3E3:7F6/2B636/07B=4>:/G7<5>=AAC;E63<6C@BB=AC193@/<
=>>=<3<BE7B67<@3/16=4B63>=E3@4C:0=;0A631/@@7327<3/16RAB
@756BB=B6363/2A:=E32<B=<7=NA>@3BBG2/<17<53/<AE3@32E7B667A=E<:34B/B3:7FNA@756B3G3
B6/B035/<>CT<5C>E7B67<B6@33A31=<2A
<B=<7=/07BB==3/53@;=D327<B==1:=A3/<23:7F6/267;3<B/<5:327<B=/@7>@=/@7<5>C<167<5
B=3B=B=3A:C543ABB6/B0@=C56BB63E6=:3'=;>97<A&?C/@3#/@9A1@3/;7<5B=7BA433B
-.
-.
-.
 B=;/93/2313>B7D3=@27AB@/1B7<5;=D3;3<B
 Bedlam (noun): /A13<3=4C>@=/@/<21=<4CA7=<
%756BAB=B630=2G34BAB=B6363/2!37B63@R56B3@E/A57D7<5/<7<16&C223<:G/A6=@B@756B1/C56B
<B=<7=A?C/@3:G=<B63167<7A:=<5:35ABC@<32B=83::G/<267A/@;AS/7:32=CB23A>3@/B3:G3:7F
5@C<B7<5:793/0C::B6@3EE7:2>C<163A4@=;3D3@G27@31B7=<<B=<7=5@=55G0=0032/<2E3/D32
3D/27<5;=AB=4B630:=EA&C223<:G67A63/21:3/@327A:34BS/A632=CB6/@2/<2AB@/756B1/B167<5
3:7F=<B630@7253=467A<=A3
3:7F:/A6320/19E7B6/6/G;/93@

@756B=VB63563BB=AB@33BABB63A/;37<AB/<B67A3G31/C56B
/<=B63@:34B6==94@=;<B=<7=3:7FAEC<5=CBB@G7<5B=1:3/@B63>/7<"<:GB634@3<H732A1@3/;7<5
=4B6=A3/:=<5@7<5A723:3B67;9<=EB6/B636/22@=>>32<B=<7=756B7<5=VB635@=E7<56/H3
<B=<7=AB@C55:32B=67A433B5=BC>2C1932/<2B6@3E/A;/A67<5@756BB6/B2@=>>323:7FS/B=<67A
0/19
3:7F5=BC>/A4/AB/A631=C:27<67A=E<1=@<3@5@=55G0CBAB7::5/;33272<NB3D3<63/@B631=C<B
W</4=56363/@2B63@=/@7<5=4B631@=E2E6=A33;32B=6/D35=<37<A/<37A63/21:3/@32B=63/@
B6303::A=C<2/BB633<2=4B63@=C<23E/A5:/27AB@/7<3@A/B67;2=E<=<B63AB==:
W<67A1=@<3@<B=<7=E/A2=7<5E6/B/::R56B3@A2=E63<B63G/@36C@B'63GA7B/<2A;7:3/B
3D3@G=<3
'63@343@33A75</:32B63@7<52=1B=@B=16319B63R56B3@A=CB3272A=/<2B63<5/D367A"'63
1=:2E/B3@A>=<53A0@=C56B1:/@7BGB=0=B6/;75=0@=B63@A'63GE3@3@C0032C<B7:B637@17@1C:/B7=<
@/<4@33
=<5%=C<2B6@33LB63R</:@=C<2(>B=<=E7B6/2033<B71B/1B=3>@3BBG;C163D3<CB
3D3@G=<39<3EB63@31=C:203<=2@/E/<2B6/BB67A@=C<2E=C:2231723B63E7<<3@
'67AB7;3B=3:7FNAAC@>@7A37BE/A<B=<7=E6=1/;3=CB4/AB16/@57<5/1@=AAB63@7<53:7F0@/132
67;A3:40CB1=C:2<NBE/@2=VB630/@@/53=4>C<163A<B=<7=2@=D33:7F6/@2/5/7<ABB63@=>3A
'631@=E2/B37BC>'6CA4/@B63BE=6/24=C56BE7B6;C16=1=@/HK<

3:7FB/>>3267A5:=D3A/<2
1=;;3<132

67A/BB/19/<3E<B=<7=B6@=E7<50=F3@NA1/CB7=<B=B63E7<2A8C;>327<B=;33B67;
=B6>=C<232/E/G!37B63@5/D3/<7<16/<2<37B63@43::B=B631/<D/A3:7FNA:34B3G3E/AB756B:G
1:=A32:/@3B@32

0:==2>=C@324@=;<B=<7=NA<=A3'63G4=C56BB=3B=B=3
'63A=C<2A=4B637@0:=EAE3@3:=C27<1=<B@/ABB=B63A7:3<13=4/1@=E25=<31=;>:3B3:G;CB3'63
@343@33E/AABC<<320GB637@A/D/53@G
=<5=<5=<5'6303::A=C<232=D3@/<2=D3@/5/7<3:7F/<2<B=<7=E3@3>/AB63/@7<5'637@
0:=EA1=<B7<C32B=>=C<2=<3/16=B63@:7936/7:AB=<3A
7</::GB63@343@33/<2B63BE=B@/7<3@A>@7323:7F/<2<B=<7=/>/@B=:2E/B3@E/A>=C@32=D3@
B63;B=0@7<5B63;0/19B=B637@A3<A3A
-.
-.
 /4=@134C:0:=E
 &>/<7A64=@O/:=B=463/@BP
 Commence (verb): B=0357<
 /233>>C@>:7A6@321=:=@
7*'%,.,0&#./8$.,* 0,.'#/$.,*)..', 5'.'&,*/,-5.'%&06 50&#'.'&,*//00##-.'+0#" 5-#.*'//',+,$
.5*)('+#"')).'%&0/.#/#.2#"
'63G:==932/@=C<2/<2B63<@CA632B=E/@23/16=B63@1@G=4/:/@;AC@532B6@=C56'=;>97<A
&?C/@3#/@9*/AB67A/R56BB=B6323/B67<AB3/2=4/0=F7<5;/B16
'6343/@A==<5/D3E/GB=E/D3C>=<E/D3=41633@7<5/AB63BE=/;75=A3;0@/132
!=;/BB3@E6/BB632317A7=<B63G9<3EB63GE=C:2/:E/GA0316/;>7=<AB=3/16=B63@
"!"!"!O/273A/<23<B:3;3<&3J=@3A/<2&3J=@/A'63E7<<3@/<2@3>@3A3<B/B7D3B=
B63=:23<:=D3A'=C@</;3<B=46/;>7=<A7AQP
'63/<<=C<13@BC@<32B=>=7<BB=B63E7<<3@/<24=C<267;A3:4/:=<3@;7</@;B6316/;>7=<A6/2
/:@3/2G:34BB63@7<5
-.
Text-Dependent Questions
Directions: For the following questions, choose the best answer or respond in complete sentences.
 #%'*6716=4B634=::=E7<523A1@703AB63B63;3=4B63A6=@BAB=@G
 =;>3B7<5/5/7<AB4@73<2A1/<>3@;/<3<B:G/:B3@/4@73<2A67>
 &=;34@73<2A67>A1/<NB032/;/532<=B3D3<0GB63AB@/7<=41=;>3B7B7=<
 =;>3B7B7=<A1/<2@7D3>3=>:3B=/1B/AB63G<=@;/::GE=C:2<NB
 '63D7=:3<B</BC@3=4A>=@BA1/<;/937B27T1C:BB=@3;/7<4@73<2AE7B6
1=;>3B7B=@A
 #%'*671623B/7:4@=;B63B3FB03ABAC>>=@BAB63/<AE3@B=#/@B
 OMW8CABB67<97BNA1==:3@74E3A>:7B@756B63@34B3@B63R56BE31/<53B7BB=53B63@
/5/7<:793<=B67<53D3@6/>>3<32NP#/@/5@/>6
 O*63<3:7FR</::G:34BB63B63/B3@636/2R5C@32=CB6=EB=>AG1667;A3:44=@
B=;=@@=ENAR56BWBE/A3:7FB636/;>7=<DA<B=<7=B636/::3<53@P
#/@/5@/>6
 OW43:7F6/2/<GA;/::2=C0B/0=CBB637@4@73<2A67>/V31B7<5B637@R56B7BE/A
037<5<3/B:G27A>3::32P#/@/5@/>6
 O'63A=C<2A=4B637@0:=EAE3@3:=C27<1=<B@/ABB=B63A7:3<13=4/1@=E25=<3
1=;>:3B3:G;CB3'63@343@33E/AABC<<320GB637@A/D/53@GP#/@/5@/>6
 #%'=E2=<B=<7=/<23:7F/1B/@=C<23/16=B63@/4B3@B63GR<2=CBB63GE7::03
R56B7<5
 '63G5@=EACA>717=CA=43/16=B63@/4@/72B6/B=<3E7::163/BB63=B63@=CB=4/
E7<
 '63G231723B=B@3/B3/16=B63@/A>C@3:G1=;>3B7B=@A4=@B63B7;3037<5
 '63G/@33F17B324=@3/16=B63@/AB63G9<=EB63G/@30=B623A3@D7<5=4B63
E7<
 '63GA6=E=VB637@A97::A6=>7<5B=A1/@3B63=B63@=<3/<2933>B63;4@=;
1=;>3B7<5
 #%'*6716?C=B34@=;B63B3FB03ABAC>>=@BAB63/<AE3@B=#/@B
 O'63G4==:32/@=C<2E7B6/43E8/0A/BB63/7@A:/>>32A97</<2B63<B==9=V
@C<<7<5:756B:G/:=<5B6327@BG/AB%7D3@NA3253P#/@/5@/>6
 O<B=<7=B63<03/BB63/7@E7B6/0/@@/53=40=2G0:=EA/<2A6=@B23D/AB/B7<5
:34BAE7B6/<=D3@63/28/E0@3/97<5@756BP#/@/5@/>6
 OMW<4/1BA7<13E34=C<2=CB7BE/A5=7<5B=03;3/<2G=CWND3033</E/93/B
<756B>C::7<5>C<163A=<G=CB@G7<5<=BB=6C@BG=CNP#/@/5@/>6
 OM*63<E353B7<B=B63@7<57BNA5=BB/03:793E3<3D3@;3B*35=BB/03:793BE=
63/DGAB@/<53@AB6/BE/<BB63A/;3B67<5/<2=<:G=<31/<6/D37BNP#/@/5@/>6

 =E2=3A>/@/5@/>61=<B@70CB3B=@3/23@ANC<23@AB/<27<5=4<B=<7=NA>3@A>31B7D3
 WBA6=EAB6/B<B=<7=7AE7::7<5B=03/B3:7F<=;/BB3@E6/B7BB/93A
 WB3F>@3AA3A6=E1=<R23<B<B=<7=433:A7<67A/07:7BGB=03/B3:7F
 WB@3D3/:AB6/B<B=<7=7AE=@@732/0=CB67A4@73<2A67>E7B63:7F
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Discussion Questions
Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to
share your original ideas in a class discussion.
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4@73<2A67>
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Text-Dependent Questions
Directions: For the following questions, choose the best answer or respond in complete sentences.
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97++
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14>'19>
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742'39/)14;+
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,7/+3*8./5948:7;/;+9.+2
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/3+8
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/3+8
 A$+9<'/99/11</39+7)42+8'-'/33*<.4</11)'119.+</1*(7/'7,'/7B/3+8
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/3+8
 4<*4+89.+54+2@87.>2+8).+2+)4397/(:9+949.+4;+7'11943+'3*9.+2+
Discussion Questions
Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to
share your original ideas in a class discussion.
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49.+7'79471/9+7'9:7+/3>4:7'38<+7
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'3*5'>85+)/'1'99+39/43949.+8>2(41/829.+85+'0+7:8+8
Informational Writing Prompt and Checklist
Grades 6-9
Writing Prompt: You have just read two texts about friendship. Write an informational essay
explaining what it means to be a friend.
Be sure to:
• Plan your writing using the two texts and your responses to the two discussion
questions from each text.
• Use the checklist as a guide for organizing and writing your essay.
Writing Checklist
Introduction
❑
Introduces the topic
❑ Provides a thesis statement that addresses the prompt
Body
❑
Structures a logical progression of ideas in multiple paragraphs that support
the thesis statement
❑ Includes transitions to clarify relationship between and among ideas
❑ Cites at least two pieces of evidence from Text 1 that most strongly supports
the ideas
❑ Elaborates and explains how each piece of text evidence supports the topic
and ideas
❑ Cites at least two pieces of evidence from Text 2 that most strongly supports
the ideas
❑ Elaborates and explains how each piece of text evidence supports the topic
and ideas
Conclusion
❑
Restates key ideas
❑ Ends with an effective closure for audience and purpose
Entire Essay
❑
Has few errors in sentence formatting, capitalization, punctuation, and
spelling.
Selecting Books for Your Child: Finding 'Just Right' Books
By: Kathleen Rogers
How can parents help their children find books that are not "too hard" and not "too easy" but
instead are "just right"? Here's some advice.
Five finger rule
1. Choose a book that you think you will enjoy.
2. Read the second page.
3. Hold up a finger for each word you are not sure of, or do not know.
4. If there are five or more words you did not know, you should choose an easier book.
5. Still think it may not be too difficult? Use the five finger rule on two more pages.
Choose a book that is a good fit for you!
Read two or three pages and ask yourself these questions:
Will it be an easy, fun book to read?
• Do I understand what I am reading?
• Do I know almost every word?
• When I read it aloud, can I read it smoothly?
• Do I think the topic will interest me?
If most of your answers were "yes", this will be an easy book to read independently by yourself.
Will this book be too hard for me?
• Are there five or more words on a page that I don't know, or am unsure of?
• Is this book confusing and hard to understand by myself?
• When I read it aloud, does it sound choppy and slow?
If most of your answers were "yes," this book is too hard. You should wait awhile before you read
this book. Give the book another try later, or ask an adult to read the book to you.
Tips on reading with your child
• When they can't read the word, say…
• Can you sound it out?
• Fingertap it.
• Can you think of the word or movement that helps you remember that vowel sound?
• What is the first and last sound? What word would make sense?
• Does it have a pattern that you have seen in other words? (ex-an, ack)
• How does the word begin?
• You said_______. Does that make sense?
• What word would make sense that would start with these sounds?
• Put your finger under the word as you say it.
When they want to read a book that is too hard, say…
• Let's read it together.
• This is a book you will enjoy more if you save it until you are older — or later in the year.
• [Be honest!] When people read books that are too hard for them, they often skip important
p
arts. You will have more fun with this book if you wait until you can read it easily.
Rogers, K. (2008). Selecting Books for Your Child: Finding 'Just Right' Books. Retrieved November 7, 2008, from
www.readingtogether.org.
Grade Level
Teacher
Title Author Time Spent
Number of
Pages Read
Home Reading Log
Student Name
School Name
Student Information
Log
Date
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







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9
Adding and Subtracting Positive and Negative
Fractions and Decimals
Estimate 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
3.8
Possible 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
© 2020 Curriculum Associates, LLC. All rights reserved.
10
Adding and Subtracting Positive and Negative
Fractions and Decimals continued
Problems Student Answers
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?
© 2020 Curriculum Associates, LLC. All rights reserved.
11
Multiplying Negative Rational Numbers
Find the product of the rational numbers. The answers are mixed up at the
bottom of the page. Cross out the answers as you complete the problems.
1
2 3 2
7
··
4
2
2
1
··
3
3 2
6
··
5
3
2
··
5
3 2
3
··
4
4
22
1
··
3
3
5
··
4
5
2
3
··
7
3 21
2
··
3
6
23
5
··
7
3 22
1
··
2
7
0.75 3 2
4
··
3
8
20.2 3 2
2
··
5
9
20.35 3 21
3
··
7
10
2.5 3 23
4
··
5
11
0.2 3 20.45
12
20.25 3 21.4
13
22.3 3 6.8
14
23.9 3 5
5
··
9
15
24.2 3 26
2
··
7
Answers
221
2
··
3
215.64 29
1
··
2
23
1
··
2
22
11
··
12
21 2
3
··
10
20.09
2
··
25
0.35
2
··
5
1
··
2
5
··
7
9
2
··
7
26
2
··
5
© 2020 Curriculum Associates, LLC. All rights reserved.
12
13
Explain the steps you used to solve problem 11.
Dividing Negative Rational Numbers
Find each quotient.
1
25 4
5
··
7
2
2
8
··
9
4
2
··
3
3
3
··
10
4 2
6
··
7
4
22
3
··
4
4 11
5
24
2
··
7
4 2
15
··
16
6
21
4
··
7
4 23
2
··
3
7
28 4 6.4
8
2
3
··
2
4 0.5
9
23
1
··
3
4 1.2
10
9.28 4 23.2
11
0.056 4 20.004
12
20.28 4 0.07
© 2020 Curriculum Associates, LLC. All rights reserved.
13
LESSON 13
9
When the denominator of a proper fraction is 99, what do you notice about the
repeating digit(s) in its decimal form?
Writing Rational Numbers as Repeating
Decimals
Write each number as a repeating decimal.
1
1
··
9
2
2
2
··
11
3
7
··
11
4
1
··
3
5
2
4
··
9
6
2
13
··
6
7
21
5
··
6
8
13
··
99
68
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Fluency Support
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Fluency Support for Grades 68
Date: 4/2/15
34
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This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Addition of Decimals Round 1
Directions: Evaluate each expression.
1.
5.1  
23.
3.  2.1
2.
5.1  0.
24.
3.  0.21
3.
5.1  0.0
25.
3.  0.021
4.
5.1  0.00
26.
0.3  0.021
5.
5.1  0.000
27.
0.03  0.021
6.
3  2.4
28.
1.4  42
7.
0.3  2.4
29.
1.4  4.2
8.
0.03  2.4
30.
1.4  0.42
9.
0.003  2.4
31.
1.4  0.042
10.
0.0003  2.4
32.
0.14  0.042
11.
24  0.3
33.
0.014  0.042
12.
2  0.3
34.
0.  2
13.
0.2  0.03
35.
0.  0.2
14.
0.02  0.3
36.
0.0  0.02
15.
0.2  3
37.
0.00  0.002
16.
2  0.03
38.
  0.4
17.
5  0.4
39.
0.  0.4
18.
0.5  0.04
40.
0.0  0.04
19.
0.05  0.4
41.
0.00  0.004
20.
0.5  4
42.
0.1  
21.
5  0.04
43.
0.1  0.
22.
0.5  0.4
44.
0.01  0.0
Number Correct: ______
68
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Fluency Support
NYS COMMON CORE MATHEMATICS CURRICULUM
Fluency Support for Grades 68
Date: 4/2/15
36
© 2014 Common Core, Inc. Some rights reserved. commoncore.org
Addition of Decimals Round 2
Directions: Evaluate each expression.
1.
3.2  5
23.
4.2  5.5
2.
3.2  0.5
24.
4.2  0.55
3.
3.2  0.05
25.
4.2  0.055
4.
3.2  0.005
26.
0.42  0.055
5.
3.2  0.0005
27.
0.042  0.055
6.
4  5.3
28.
2.  12
7.
0.4  5.3
29.
2.  1.2
8.
0.04  5.3
30.
2.  0.12
9.
0.004  5.3
31.
2.  0.012
10.
0.0004  5.3
32.
0.2  0.012
11.
4  0.53
33.
0.02  0.012
12.
  0.2
34.
0.  3
13.
0.  0.02
35.
0.  0.3
14.
0.0  0.2
36.
0.0  0.03
15.
0.  2
37.
0.00  0.003
16.
2  0.0
38.
5  0.5
17.
1  0.
39.
0.5  0.5
18.
0.1  0.0
40.
0.05  0.05
19.
0.01  0.
41.
0.005  0.005
20.
0.1  
42.
0.2  
21.
1  0.0
43.
0.2  0.
22.
0.1  0.
44.
0.02  0.0
Number Correct: ______
Improvement: ______
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68
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Fluency Support
NYS COMMON CORE MATHEMATICS CURRICULUM
Fluency Support for Grades 68
Date: 4/2/15
43
© 2014 Common Core, Inc. Some rights reserved. commoncore.org
Subtraction of Decimals Round 1
Directions: Evaluate each expression.
1.
5550
23.
.5
2.
555
24.
.0.5
3.
5.55
25.
0.0.5
4.
5.50.5
26.
0.0.05
5.
0
27.
4.2
6.

28.
4.0.2
7.
.
29.
0.40.2
8.
.0.
30.
0.40.02
9.
3330
31.
.41
10.
333
32.
.40.1
11.
3.33
33.
0.40.1
12.
10.3
34.
.25
13.
10.03
35.
.20.5
14.
10.003
36.
0.20.5
15.
0.10.03
37.
0.20.05
16.
40.
38.
.6
17.
40.0
39.
.60.
18.
40.00
40.
0.60.
19.
0.40.0
41.
0.60.0
20.
0.4
42.
5.14
21.
0.04
43.
5.10.4
22.
0.004
44.
0.510.4
Number Correct: ______
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68
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Fluency Support
NYS COMMON CORE MATHEMATICS CURRICULUM
Fluency Support for Grades 68
Date: 4/2/15
45
© 2014 Common Core, Inc. Some rights reserved. commoncore.org
Subtraction of Decimals Round 2
Directions: Evaluate each expression.
1.
6660
23.
6.4
2.
666
24.
6.0.4
3.
6.66
25.
0.60.4
4.
6.60.6
26.
0.60.04
5.
0
27.
.31
6.

28.
.30.1
7.
.
29.
0.30.1
8.
.0.
30.
0.30.01
9.
2220
31.
.52
10.
222
32.
.50.2
11.
2.22
33.
0.50.2
12.
30.4
34.
.35
13.
30.04
35.
.30.5
14.
30.004
36.
0.30.5
15.
0.30.04
37.
0.30.05
16.
0.2
38.
.24
17.
0.02
39.
.20.4
18.
0.002
40.
0.20.4
19.
0.0.02
41.
0.20.04
20.
50.1
42.
.3
21.
50.01
43.
.30.
22.
50.001
44.
0.30.
Number Correct: ______
Improvement: ______
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68
XX
Fluency Support
NYS COMMON CORE MATHEMATICS CURRICULUM
Fluency Support for Grades 68
Date: 4/2/15
48
© 2014 Common Core, Inc. Some rights reserved. commoncore.org
Multiplication of Decimals Round 1
Directions: Evaluate each expression.
1.
5  1
23.
5  3
2.
5  0.1
24.
5  0.3
3.
5  0.01
25.
0.5  3
4.
5  0.001
26.
0.5  0.3
5.
4  2
27.
  2
6.
4  0.2
28.
  0.2
7.
4  0.02
29.
0.  2
8.
4  0.002
30.
0.  0.2
9.
3  3
31.
4  4
10.
3  0.3
32.
4  0.4
11.
3  0.03
33.
0.4  0.4
12.
0.1  0.
34.
0.  0.
13.
0.01  0.
35.
0.  0.0
14.
0.1  0.0
36.
0.  0.00
15.
0.01  0.0
37.
0.0  0.00
16.
0.3  0.2
38.
0.  0.
17.
0.03  0.2
39.
0.0  0.
18.
0.3  0.02
40.
0.00  0.
19.
0.03  0.02
41.
0.00  0.0
20.
0.2  0.2
42.
1.2  0.3
21.
0.02  0.2
43.
1.2  0.03
22.
0.2  0.02
44.
1.2  0.003
Number Correct: ______
This work is licensed under a
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68
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Fluency Support
NYS COMMON CORE MATHEMATICS CURRICULUM
Fluency Support for Grades 68
Date: 4/2/15
50
© 2014 Common Core, Inc. Some rights reserved. commoncore.org
Multiplication of Decimals Round 2
Directions: Evaluate each expression.
1.
  1
23.
3  4
2.
0.  1
24.
3  0.4
3.
0.0  1
25.
0.3  4
4.
0.00  1
26.
0.3  0.4
5.
2  2
27.
  
6.
2  0.2
28.
  0.
7.
2  0.02
29.
0.  
8.
2  0.002
30.
0.  0.
9.
3  2
31.
2  
10.
0.3  2
32.
2  0.
11.
0.03  2
33.
0.2  0.
12.
0.  0.1
34.
0.  0.5
13.
0.0  0.1
35.
0.  0.05
14.
0.  0.01
36.
0.  0.005
15.
0.0  0.01
37.
0.0  0.005
16.
0.2  0.4
38.
0.  0.
17.
0.02  0.4
39.
0.0  0.
18.
0.2  0.04
40.
0.00  0.
19.
0.02  0.04
41.
0.00  0.0
20.
0.1  0.1
42.
1.1  0.5
21.
0.01  0.1
43.
1.1  0.05
22.
0.1  0.01
44.
1.1  0.005
Number Correct: ______
Improvement: ______
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.


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How does rock weather the ages? Learn about these physical and chemical processes with a little sweet science! Credit:
George Retseck
Introduction
Have you ever visited a canyon or cave and wondered how those formations came to be?
Or observed smooth stones by a river or beach? These results are due to a process called
weathering. Weathering, or the wearing-away of rock by exposure to the elements, not
only creates smooth rocks as well as caves and canyons, but it also slowly eats away at
other hard objects, including some statues and buildings. Try this process out on a sugar
cube and feel how powerful weathering can be.
Background
Rock might seem permanent, but it is actually constantly being broken down. We often
do not notice this process because it happens so slowly. As soon as rock is exposed to the
elements it can start being broken down through the process of weathering. Scientists
categorize this processes into two groups: physical weathering and chemical weathering.
In this activity you will model physical and chemical weathering with sugar cubes—so
you can see it happen before your eyes.
Simulating Physical and Chemical
Weathering at Home
https://www.scientificamerican.com/article/weathering-rocks/
By Science Buddies, Sabine De Brabandere on August 8, 2019
Clay (optional)
Spray bottle (optional)
Frosting (optional)
Nail file (optional)
Tray or large dish with sides
(optional)
Materials
At least four sugar cubes
Water
Dark colored paper or countertop
Glass
Dropper
Work area that can get wet
Towel for cleaning up (optional)
Procedure
Think of a few ways you can break or pulverize your rock (sugar cube) with
mechanical weathering.
Try it out with one of your sugar cubes!
Did you crush it, smash it or apply another force on it? Can you list examples of how
rocks get smashed or crushed in nature?
Now take two new sugar cubes, and grind one against the other over a dark colored
piece of paper or countertop. What happens? Do you see sugar dust on the paper or
countertop? What is happening to your rock (sugar cube)?
Try rounding the edges of your sugar cube this way. Does it work?
Look back at what is left of your sugar cube. What does it look like? Is it still sugar?
Now take a new sugar cube. What are some ways you could break down your rock
(sugar cube) with chemical weathering?
In this activity we’ll use water drops to simulate rain. Place the sugar cube in a glass.
Fill your dropper with water, and squeeze a few drops on the sugar cube. Look and
feel to observe what happens.
What do you think will happen if you drop more water on the sugar cube? What do
you think would happen if you drop 10 or 100 (or more) drops on the sugar cube?
Will it still be a sugar cube? Will it still be sugar?
Drop more water on your sugar cube. Where does the sugar go? Can you make the
cube disappear completely?
https://www.scientificamerican.com/article/weathering-rocks/
By Science Buddies, Sabine De Brabandere on August 8, 2019
Extra: Place a few sugar cubes in a glass. Cover them with clay. The sugar cubes
represent a layer of rock, and the clay represents topsoil. Make a few holes or a crack
in the clay so rainwater can seep into the ground and reach the layer of rock. Spray
water over your glass, representing rain coming down over your piece of land. What
do you think will happen to your layer of rock? Might caves form? How does this
process depend on having different types of materials in the ground?
Extra: Make a sugar-cube sculpture or structure. To glue cubes together, wet one side
of the cube and press it against another cube. If you need stronger glue, frosting can
do the trick. Make sure your sculpture has some details and sharp edges. A nail file
can help you sculpt the cubes. What do you think will happen to your sculpture when
it is exposed to rain? Place your sculpture on a tray or dish with sides, and use a spray
bottle to let it rain over your sculpture. First a little—then more. What happens? Look
carefully at the details and edges: Do they change? What will happen eventually after a
lot of rain? This is exactly what acidic rain can do to some statues and buildings over
time.
Observations and Results
Was breaking a sugar cube by smashing, crushing or grinding it easy? Rock breaks down
in a similar way—but a lot more slowly—in nature in this process of physical or
mechanical weathering. Forces in nature, such as gravity, wind and even the push of
freezing water or plant roots, impact rocks. These forces eventually wear the rock down.
The result is smaller pieces of rock—just like you were left with smaller pieces of sugar.
What about your chemical weathering test? Did the sugar cube become weak and
eventually dissolve in the drops of water? That happens to some types of rock, too. Some
minerals in rock react with liquids or gasses, creating new substances, which are often
weaker—and sometimes even dissolve in water. After you applied enough water you
probably did not have any sugar cube left as it was carried away with the water. In a
similar way rocks can dissolve and be washed away, forming caves.
https://www.scientificamerican.com/article/weathering-rocks/
By Science Buddies, Sabine De Brabandere on August 8, 2019
Assignment #2
How did the Grand Canyon form?
Part 1
Have you ever seen one of the 7 natural wonders of the world? Today we’re going to explore one… the Grand
Canyon! Watch the Grand Canyon Video (https://bit.ly/2V7iUZP) to see why it’s considered a world wonder!
Write at least three observations from the video in the box below.
What are your initial ideas about how the Grand Canyon and other canyons like this form? It’s ok if you aren’t
sure, just share your best ideas so far.
Write one or more questions about the video in the box below.
Adapted from New Visions for Public Schools
Assignment #2
From what type of rock is the Grand Canyon composed?
Part 2
In order to better understand what kind of weathering broke apart the rock from which the Grand Canyon was
formed, it’s important to establish what we know about the kind of rocks the Grand Canyon is made from.
● Read Page 1 of the Grand Canyon Rocks!
article.
● Describe each of the three types of rock using information from the article:
○ Igneous rocks:
○ Sedimentary rocks:
○ Metamorphic rocks:
● Look at the images of the Grand Canyon below. Do you see any clues about what classification of rock
the Grand Canyon might be made of? Use what you know about characteristics of different rock
classifications and the article information to make an evidence-based claim.
https://commons.wikimedia.org/wiki/File:USA_09855_Grand_Canyon_Luca_Galuzzi_2007.jpg https://pixabay.com/images/search/rock%20layers/
Is the Grand Canyon made of igneous rock,
metamorphic rock, or sedimentary rock?
What evidence from the images above supports
your claim?
I think the Grand Canyon is composed of….
The evidence that supports my claim is….
Adapted from New Visions for Public Schools
● Read pages 2-4 of the Grand Canyon Rocks!
Article to learn more about the types of rocks found at the
Grand Canyon and complete the table below with information about each type of rock.
Rock Name
Time Period
Formed?
Environment
Description
Types of Fossils Found
Precambrian Basement
Rocks
Rock Type: Igneous &
Metamorphic
1.8 billion years
ago
Molten rock flowed as
magma through cracks of
metamorphic rock
Hard to find due to heat
and pressure during
formation
Bright Angel Shale
Rock Type: ________________
Redwall Limestone
Rock Type: ________________
Supai Group
Rock Type: ________________
Hermit Shale
Rock Type: ________________
Coconino Sandstone
Rock Type: ________________
Kaibab Limestone
Rock Type: ________________
● Does this information support your earlier answer about the type of rock that composes the Grand
Canyon?
Adapted from New Visions for Public Schools
Igneous rocks
are formed
when rock is
super-heated and
becomes molten
(liquid). There are two kinds of
molten rock: magma (found
beneath the Earth’s surface) and
lava (found on the Earth’s
surface). The molten rock cools
and hardens on or beneath the
Earth’s surface forming a variety
of igneous rock. Two examples
are granite and basalt.
Grand Canyon Rocks!
How did Grand Canyon form? By studying geology we
learn about the Earth’s history and how places change over time.
What plants or animals lived in your town 150 million years ago?
The ancient remains of plants and anim
als preserved in the rock,
called fossils, tell stories about the past. Take a look at the chart of
common fossils at Grand Canyon on the back page.
Vocabulary:
Fossils: the hardened
remains or imprints of plants
or animals preserved in rock
Geology: the study of the
origin, history and structure
of the earth
THE OLDEST PANCAKE IN A
STACK IS ALWAYS AT THE
BOTTOM. THE ROCKS AT
GRAND CANYON ARE A LOT
LIKE PANCAKES. WHERE
DO YOU FIND THE OLDEST
ROCKS AT GRAND CANYON?
Think About It
Sedimentary rocks are made
of smaller pieces (like sand or
mud), called sediments, that
pile into layers. As pressure
on the sediment increases over
time, minerals act like glue,
cementing them into solid
rock. The three main types of
sedimentary rocks at
Grand Canyon
are sandstone,
shale (or
mudstone),
and limestone.
Metamorphic rocks are
rocks that
have been
changed
under
great heat
and pressure. The original
rock can be sedimentary,
igneous, or even metamorphic.
The original rock is changed
into something new, just as a
caterpillar “metamorphoses”
into a butterfly.
Rocks come in all colors, shapes, and sizes. They can be very different, but to make sense of what is
around us, geologists put rocks in groups according to how they form. The three families of rock are:
igneous, sedimentary and metamorphic. Natural forces create and destroy rock, changing them
over time in the rock cycle.
Cool Canyon Facts
River length: 277 miles
Canyon width: 10 miles
Canyon depth: 1 mile
1
Precambrian Basement Rocks
The basement rock formed 1.8 billion years
ago when the North American continent
collided with an ancient chain of volcanic
islands, much like today’s Hawaiian Islands.
Intense heat and pressure from the collision
formed the metamorphic rock called Vishnu
Schist. From deep under the earth’s surface,
molten rock flowed up as magma between the
cracks of the Vishnu Schist. As the flowing
magma cooled and hardened, it formed
igneous rock called Zoroaster Granite.
Because of the extreme heat and pressure that folded and changed the metamorphic rock, it is hard to
find any fossils in the basement rocks.
Bright Angel Shale
If you came to Grand Canyon area 515 million years ago
when the Bright Angel Shale was forming, everything was
covered by a very muddy, warm, shallow sea. Trilobites,
brachiopods, crinoids and worm-like creatures that burrowed
in the sea-floor thrived in the nutrient-rich water. This
greenish-colored shale forms the broad, flat area known as
the Tonto Platform in Grand Canyon.
Redwall Limestone
About 340 million years ago, North America lay close
to the equator when the Redwall Limestone formed.
Grand Canyon was covered by a shallow, warm, clear
and well-lit sea where many crinoids lived. Fossils in
the rock tell us that corals, cephalopods, bryozoans, and
brachiopods lived here. While the limestone itself is
gray in color, the surfaces of the exposed cliffs are
stained red by iron in rock eroding from the layers
above with rain and snow melt.
Granite forms the pink
stripes in the oldest
rock at Grand Canyon
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h
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t
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c
k
fa
mi
l
y
d
o
es
t
h
e
Br
i
g
h
t
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n
g
e
l
S
h
a
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e
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e
l
o
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g
t
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This limestone layer is 500 feet thick and
creates the tallest cliff in Grand Canyon.
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
2
Supai Group
How do you feel about a trip to the beach? About
300 million years ago, the Grand Canyon area was
covered by rapidly changing coastlines as sea levels
rose and fell. The Supai group has limestone,
sandstone, and shale in it, sharing the story of
beaches, dunes, and sometimes oceans that were
found here. The ocean environments left behind
fossils of brachiopods, while the land environments
left various plant fossils for geologists to find. Both
environments contained multiple types of burrowing
creatures.
Hermit Shale
Are you ready to go wading through the mud? 280 million
years ago The Grand Canyon area was covered by a broad
coastal plain fed by multiple slowly meandering streams.
The environment was prime habitat for an abundance of
ferns and conifers, along with reptiles and insects,
including dragonflies with three-foot wingspans.
This layer consists of siltstones, mudstones, and fine
grained sandstones rich in iron that create a gentle, red
slope in most parts of Grand Canyon National Park.
Coconino Sandstone
Have you ever wanted to visit the Sahara desert?
275 million years ago the Grand Canyon area was
covered with coastal dune-fields that reached as
far north as present day Monument Valley, and as
far south as Sedona. The ocean lay to the west.
Reptiles, spiders, scorpions, and other insects
dwelled on the sand dunes of this extensive desert,
leaving their tracks fossilized in the sandstone.
This sandstone layer creates a broad, light-colored
cliff a few hundred feet below the rim of Grand Canyon. Cross-bedding (lines that run at steep angles
to one-another) can be seen in the rock, giving evidence to the sand dunes that once covered the area.
Do the cliffs and
slopes make this layer
look like stairs to you?
Boulders from
above fall on
these gentle
slopes.
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~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
3
Kaibab Limestone
270 million years ago North America was the western
part of the super-continent Pangaea. The Grand Canyon
region was once again covered by a shallow, warm, and
well-lit clear sea with a sandy/muddy floor. The coast
was nearby and to the northeast. Brachiopods and
sponges dominated these waters. Other species included
crinoids, corals, bryozoans, cephalopods, sharks and fish.
This limestone is the youngest rock found at
Grand Canyon National Park.
Wow, the Kaibab Limestone is
the perfect place to stand
and enjoy the view!
Fossils of Grand Canyon Here are some of the more
common fossils found in the sedimentary layers of Grand Canyon...
Brachiopods– A variety
of shells lived in clear
ocean waters.
Coral– This predator was
rooted to the sea floor.
Descendents of this animal
still live in today’s oceans.
Cephalopods– These
creatures roamed the sea
and are related to the
squid in today’s oceans.
Burrows of animals–
Worms and trilobites dug
tunnels in the soft muddy
sediment under the sea floor.
Bryozoans– These are
apartment complexes for
microscopic (that’s really
small!) animals.
Ferns– These fossils are
the imprints of where
leaves fell into the mud
thousands of years ago.
Sponges– Sea sponges are
one of the most common
fossils in the youngest
layer at Grand Canyon.
Tracks– Reptiles and
other animals left their
mark in the mud and
sand where they lived.
Trilobites– These
segmented animals
could be the size of your
thumb or a dinner plate!
Crinoids– Tiny disks
made the stem and arms
of this animal, that was
rooted to the sea floor.
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4
1
Assignment #3
What type of weathering contributed to the formation of the Grand Canyon?
Part 1
Grand Canyon Climate
1. Examine the graph below. During which month is there the biggest difference between the average low
temperature and the average high temperature? How much is the difference?
Grand Canyon Average Monthly High and Low Temperatures
Adapted from New Visions for Public Schools
2
2. One of the coldest months in the Grand Canyon is January. Examine the graph of January
temperatures in the Grand Canyon below.
Does the Grand Canyon ever experience temperature below and above freezing (32 degrees F) on the
same day? Be sure to cite evidence from the graph.
Adapted from New Visions for Public Schools
3
3. Examine the graphs below. Does it rain or snow (precipitation) at the Grand Canyon? How does the
precipitation in the Grand Canyon compare to the precipitation in New York City?
Grand Canyon Average Monthly Precipitation
New York City Average Monthly Precipitation
Adapted from New Visions for Public Schools
4
Summarize your observations, thoughts, and questions from Part 1: Grand Canyon Climate, in the space
provided below.
See
What are some of your
observations?
Think
What does each observation make
you think about the Grand Canyon
formation?
Wonder
What questions do you have about
each observation?
Adapted from New Visions for Public Schools
5
Part 2
● Read the text, Weathering
.
○ As you read, use a yellow highlighter (or underline) to highlight ideas that you think connect to
what you learned about the Grand Canyon’s climate and might offer clues about the type of
weathering that may have broken apart rock to form the Grand Canyon. Use green to highlight
(or circle) ideas you don’t understand or have questions about.
1) What ideas from the text do you think connect to what you learned about the Grand Canyon’s climate?
Be sure to explain why you think they connect.
2) What questions do you have about the text?
Adapted from New Visions for Public Schools
6
● Now that you have read about the types of physical and chemical weathering, make an evidence-based
claim below about at least one type of physical weathering and one type of chemical weathering you
think could have broken apart rock to form the Grand Canyon.
Physical Weathering Claim
Claim
Evidence
Consider rock and mineral
composition and climate at the Grand
Canyon.
Reasoning
How does the evidence connect to the
description of the physical weathering
you claimed?
The type of physical weathering I
think may have broken apart rock to
form the Grand Canyon is...
Chemical Weathering Claim
Claim
Evidence
Consider rock and mineral
composition and climate at the Grand
Canyon.
Reasoning
How does the evidence connect to the
description of the chemical
weathering you claimed?
The type of chemical weathering I
think may have broken apart rock to
form the Grand Canyon is...
Adapted from New Visions for Public Schools
Weathering
Rocks gradually wear away. This is called weathering. Two types of weathering are:
● physical weathering
● chemical weathering
Physical weathering
Physical weathering is caused by physical changes such as: changes in temperature, freezing and thawing,
and the effects of wind, rain and waves. Here is a description of each of the three types of physical
weathering:
● Temperature changes
When a rock gets hot it expands a little, and when a rock gets cold it contracts a little. If a rock is
heated and cooled many times, cracks form and pieces of rock fall away. This type of physical
weathering happens a lot in deserts, because it is very hot during the day but very cold at night.
● Wind, rain and waves
Wind, rain and waves can all cause weathering. The wind can blow tiny grains of sand against a
rock. These were the rock away and weather it. Rain and waves can also wear away rock over long
periods of time.
● Freeze-thaw
Water expands slightly when it freezes into ice. This is why water pipes sometimes burst in the
winter. You might have seen a demonstration of this sort of thing at school - a jar filled to the brim
with water eventually shatters after it is put into a freezer.
The formation of ice can also break rocks. If water gets into a crack in a rock and then freezes, it
expands and pushes the crack further apart. When the ice melts later, water can get further into
the crack. When the rock freezes again, it expands and makes the crack even bigger.
This process of freezing and thawing can continue until the crack becomes so big that a piece of
rock falls off.
Chemical weathering
The weathering of rocks by chemicals is called chemical weathering. Some types
include:
● Rainwater
Rainwater is naturally slightly acidic because carbon dioxide
from the air dissolves in it. Minerals in rocks may react with the
rainwater, causing the rock to be weathered.
● Some types of rock are easily weathered by chemicals. For
example, limestone and chalk are made of a mineral called
calcium carbonate. When acidic rainwater falls on limestone or
chalk, a chemical reaction happens. New soluble substances
are formed in the reaction. These are washed away and the rock is weathered.
Adapted from New Visions for Public Schools
● Some types of rock are not easily weathered by chemicals. For example, granite and
gabbro are hard rocks that are weathered only slowly. Still some of their minerals do react
with the acids in rainwater to form new, weaker substances that crumble and fall away.
● Acid Rain
When fossil fuels such as coal, oil and natural gas
are burned, carbon dioxide and sulphur dioxide
escape into the air. These dissolve in the water in
the clouds and make the rainwater more acidic than
normal. When this happens, we call the rain 'acid
rain'.
Acid rain makes chemical weathering happen more
quickly. Buildings and statues made from rock are
damaged as a result. This is worse when the rock is
limestone rather than granite.
Adapted from New Visions for Public Schools