Prefix ad- de-


Meaning toward, near


do the opposite of, lower


Example


ad- (toward, near) + equ (same) + -ate (adj.) = adequate


Use Roots and Prefixes Circle any root and any prefix you find in the boldfaced words below. Use context clues and your knowledge of roots and prefixes to write the meaning of each word. Check your definitions in the Word Wisdom Dictionary.


Answers will vary. 1 The amount is adequate for now, but we’ll need more soon. 2 I used only a minuscule amount, so it won’t have much effect.


as much as needed; enough tiny


3 This hardware store is replete with every tool you’ll ever need. 4 Male and female scientists have equality in labs today. 5 We used so much paper that the supply is depleted. 6 We do not need any test tubes, since we already have plenty. 7 Ryan’s moods go up and down, but his twin has an equable temper. 8 The scales will be in equilibrium if you add more weight to that side. 9 Will the lost key be a major problem or just a minor one? 10 Although my teacher is a big man, his wife is diminutive.


supplied or filled with a large amount the state or quality of being equal used up or reduced the amount of more than enough; abundant not easily upset; steady a balanced state smaller in seriousness extremely small; tiny


Use Roots and Prefixes


OBJECTIVES Students will C learn the prefixes ad- and de-. C use their knowledge of prefixes; the roots equ, min, and ple; and context clues to unlock the mean- ings of words.


GUIDE STUDENTS Direct students’ attention to the chart at the top of page 125. Ask a volunteer to read aloud the prefixes, their meanings, and the example. Then invite students to think of other words that begin with ad-. Possible responses: advancement, adjoin Ask students to explain how these words are related in structure and meaning. Repeat this for the pre- fix de-. Possible responses: delete, denote, depreciate


PRACTICE Measurement Part 2 125


Learning Styles Visual Word–Picture Cards


Encourage students to create a set of illustrated Word– Picture Cards that they can use as visual aids to remember the definition of words from this unit. Have students work in small groups to brainstorm ideas for pictures and graphics. For example, for the word deplete they might want to show a pitcher with only a drop of water left in it. Have them work as a class to create the set of cards. On one side of a blank card, they should write the word and create a visual. On the other side of the card, they should write the word and its dictionary definition. Keep the Word–Picture Cards in the classroom to use as a study aid, especially for second-language learners and for reteaching situations. Encourage students to add new cards as they learn new words.


Unit 6 Measurement Part 2 T125


Before students begin the activity on page 125, point out that some of the boldfaced words do not contain pre- fixes. Then discuss the difference in the meanings and usage of diminutive and minuscule. Explain that although the definitions of these words are almost identical, diminutive is most often used to describe stature, or size, while minuscule most often refers to amounts. When students have fin- ished the activity, ask volunteers to give their definitions and explain how they arrived at them. Then dis- cuss the similarities and differences between students’ definitions and those in the dictionary.


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