Apply What You’ve Learned


Demonstrate Word Knowledge Follow the directions. Describe a problem that a diminutive savings account might cause.


1 2 Name a part of life in which all people want true equality.


It might be hard to buy the things I need or want. All people want equality in employment and education.


3


Explain why a cook might use only a minuscule amount of salt while cooking.


4 Describe an adequate amount of food for one person’s lunch. 5 Tell how you would edit a report that was replete with mistakes. 6 Describe a minor problem that affects your school.


A cook would not want the food to be too salty. A sandwich, an apple, and a glass of milk should be enough. I would mark it with a red pen. Our lockers are too small.


7 Explain how a city’s water supply might become depleted. 8 Tell one advantage of having an equable personality. 9 Tell how a seesaw can be in equilibrium. 10 Tell how students can be sure to get plenty of sleep.


A long period without rain could dry up its water source. You won’t become too upset in difficult situations. The people on each side weigh about the same. Go to bed by 9:00 P.M.


GUIDE STUDENTS Explain that in this activity students will use what they have learned about the vocabulary words to follow directions. Read the first item aloud. Ask a volunteer to identify the vocabulary word in the statement and to define it. Response: diminu- tive—very small in size Then invite several students to provide responses and to explain how prior knowledge helped them form their answers.


PRACTICE


Speak It! Form small groups and discuss how small changes can make big differences in saving natural resources. Choose one member of each group to report the group’s conclusions. Use as many of the words from the Part 2 Word List as you can.


Measurement Part 2 127


After students complete the activity, have them gather in groups to share and explain their responses.


Speak It! Assign this speak- ing activity for additional practice and application of the Part 2 vocabulary words.


Connect to Social Studies Discussion of Equality


Write the word equality on the chalkboard. Then read the following passage from the second paragraph of the Declaration of Independence:


We hold these truths to be self-evident, that all men are created equal.


Briefly discuss this fundamental principle of American democracy. Lead to a discussion of laws that have been passed in order to insure this equality. Then have interested students analyze a copy of the U.S. Constitution and all its amendments and give an oral report on those amendments that have tried to guarantee the equality of all people.


TAKING INVENTORY: POSTTEST Assess students’ knowledge of the vocabulary words and skills in Part 2 by using the Part 2 Posttest on page T241. 1. True 2. True 3. True 4. False 5. False 6. True 7. True 8. True 9. True 10. True.


Answers will vary.


Apply What You’ve Learned


Demonstrate Word Knowledge


OBJECTIVES Students will C demonstrate word knowledge through deep processing.


C apply their knowledge of the words to follow directions.


C apply new vocabulary skills to speaking.


Unit 6 Measurement Part 2 T127


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