distance learning packet week 1 · 2020. 7. 28. · stephen curry met his new teammates in the...

6th GRADE

Distance Learning Packet

Week 1

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Table of Contents ENGLISH LANGUAGE ARTS

ELA Lesson 1………………………………………………………………………… page 2

ELA Lesson 2………………………………………………………………………… page 6

ELA Lesson 3………………………………………………………………………… page 10

MATHEMATICS

Math Lesson 1………………………………………………………………………… page 14

Math Lesson 2………………………………………………………………………… page 22

Math Lesson 3………………………………………………………………………… page 30

SCIENCE

Science Lesson 1……………………………………………………………………... page 37

Science Lesson 2……………………………………………………………………... page 40

SOCIAL STUDIES

Social Studies Lesson 1……………………………………………………………... page 44

Social Studies Lesson 2……………………………………………………………… page 47

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ENGLISH LANGUAGE ARTS - Week 1 Lesson 1: ELA Bootcamp Day 1: Nouns Learning Objective: Students will be able to define and provide examples of nouns by identifying the types of nouns used in each sentence. English Language Arts Standard:

• 6.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

________________________________________________________________________________ Directions: Work your way through following activities on nouns to complete ELA “Bootcamp” Day 1!

Part 1: What is a Noun?

Example: Stephen Curry met his new teammates in the hallway. Explanation: “Stephen Curry” names a person, “teammates” names the people who have gathered around him, and “hallway” names the place where they stand.

Let’s Run a Drill! Directions: Look at the underlined noun in the sentences. In the space

provided, tell whether the underlined noun is a “person,” “place,” “thing,” or

“idea.”

Day

1

Attention Cadets: Nouns name the people, places, things, or ideas we

use in our writing and speaking. (See the example below. Nouns are in

bold.)

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__________________ 1. The thought of introducing herself made Ariana feel queasy.

__________________ 2. Barack was startled by the doorbell. __________________ 3. The Academy of Math and Science was much bigger than her old school.

__________________ 4. Lebron James’ nervousness at the free throw line was obvious to everyone.

__________________ 5. The principal told all students to get their first-period classes.

Part 2: Singular and Plural Nouns

Example:

Big celebrations are held every Fourth of July. (2) Explanation: “Celebrations” is a plural noun. “Fourth of July” is a singular noun.

Let’s Run a Drill! Directions: Now that you have practiced identifying nouns, read the

sentences below. Underline the nouns in each sentence. Write “S” above

each singular noun and “P” above each plural noun. (The number of nouns

in each sentence is given in parentheses.)

1. There were games and contests with prizes all day. (4)

2. The celebration is in the field, about three miles from the City Hall. (4)

3. The relay race for the children entertained everyone. (2)

S P

Attention Cadets: A singular noun names one person, place, thing, or

idea. A plural noun names more than one person, place, thing, or idea.

(See the example below. Nouns are in bold.)

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4. The parents watched the children racing to hang laundry on clotheslines. (4)

5. Shirts hanging by their sleeves looked strange. (2)

Part 3: CHALLENGE! Common and Proper Nouns

Examples of Proper and Common Nouns

Person Place Thing Idea

Common ranger park pet holiday

Proper Tom Yosemite Fido Labor Day Example:

Jim bought a new car from a rental company. (3) Explanation: “Jim” is a proper noun that names a specific person. The words “car” and “company” are common nouns that names things.

P C C

Attention Cadets: A proper noun is the name of a specific person, place,

thing, or idea. Proper nouns are capitalized. A common noun is any

noun that does not name a specific person, place, thing, or idea.

Common nouns are not capitalized. (See the example below. Nouns are

in bold.)

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Let’s Run a Drill! Directions: Underline each noun in the sentences below. Write “C” above each

common noun. Write “P” above each proper noun. (The number of nouns in each

sentence is given in parentheses.) 1. Post Malone waxed it yesterday morning, on the last Thursday in July. (4)

2. Drake drove the car for the first-time last week. (4)

3. He took his friend Doja Cat and her sister to Chicago to watch the Cubs play baseball. (6)

4. They parked the car in Skokie and rode the train to Wrigley Field. (4)

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ENGLISH LANGUAGE ARTS - Week 1 Lesson 2: ELA Bootcamp Day 2: Pronouns Learning Objective: Students will be able to define and provide examples of pronouns by identifying the types of pronouns used in each sentence. English Language Arts Standard:


________________________________________________________________________________ Directions: Work your way through following activities on pronouns to complete ELA “Bootcamp” Day 2!

Part 1: Personal Pronouns

Singular Personal Pronouns

I me my, mine

you you your, yours

he, she, it him, her, it his, hers, its

Let’s Run a Drill! Directions: Underline the personal pronouns in the following sentences. (The

number of personal pronouns in each sentence is given in parentheses.)

Plural Personal Pronouns

we us Our, ours

you you your, yours

they them their, theirs

Day

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Attention Cadets: Pronouns are words used in place of nouns. They

allow us to communicate clearly and smoothly. Most of the pronouns

we use are personal pronouns (I, we, they, he, her, and so on), but

there are other types as well.

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1. “When you transplant a tree,” he said, “you must leave the taproot as long as possible.” (3)

2. As he put his tools away, we invited him in for a cup of coffee. (4)

3. My father is an architect. Sometimes, I go to work with him. (2)

Part 2: Pronoun-Antecedent Agreement

Examples: The players won (his / their) matches. (The antecedent “players” is plural, so the pronoun must be plural.) A soldier may one day become an officer if (he or she / they) is dedicate.

Let’s Run a Drill! Directions: Underline the correct pronoun in parentheses. Then, draw an arrow to its

antecedent. (Use “him or her,” “his or hers,” and so on, when either a male or female

could be referred to by the antecedent.)

1. Both magazines offered (its / their) customers a good deal.

2. Jennifer Lopez and Shakira brought videos of (her / their) winning dance.

Attention Cadets: The word that a pronoun replaces is called the

antecedent. If the antecedent is singular, the pronoun must be

singular; if it is plural, the pronoun must be plural. (See examples

below. Antecedents are in bold.)

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3. The team decided to raise (its / their) membership dues.

4. Our teachers want us to come to (him or her / them) for help.

5. Cardi B and I bought (their / our) tickets yesterday.

Part 3: CHALLENGE! Possessive Pronouns

Example: WHICH ONE SOUNDS BETTER? Shelia wanted to use (Sheila’s) cell phone. OR Sheila wanted to use her cell phone.

Let’s Run a Drill! Directions: On the blank before each sentence, write the correct possessive

pronoun to replace the nouns or pronouns in parentheses.

___________________ 1. Alexander Graham Bell tested (Alexander Graham Bell’s) famous

invention for the first time on March 10, 1876.

Attention Cadets: Possessive pronouns make your writing read more

smoothly. Instead of repeating the same noun or pronoun, you can use

the appropriate possessive pronouns. (See example below. Possessive

pronouns are in bold.)

You’re right! The

second one sounds

much better!

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___________________ 2. Bell and Thomas Watson had (Bell and Watson’s) first telephone

communication after an accident involving Bell.

___________________ 3. The telephone is handy for all kinds of emergencies, and (the telephone’s)

first use was a sort of 911 call.

___________________ 4. Bell has just spilled battery acid on (Bell’s) pants and called Watson on the

telephone in the next room for help.

___________________ 5. Imagine what you might have said if you had just spilled acid on (you)

clothes!

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ENGLISH LANGUAGE ARTS - Week 1 Lesson 3: ELA Bootcamp Day 3: Adjectives Learning Objective: Students will be able to define and provide examples of pronouns by identifying the types of pronouns used in each sentence. English Language Arts Standard:


________________________________________________________________________________ Directions: Work your way through following activities on adjectives to complete ELA “Bootcamp” Day 3!

Part 1: What is an Adjective?

Example:

Jason, the handsome cherry picker, was tired and hungry at the end of the day.

Explanation: Jason is the noun being described in this sentence. He is described as “handsome”, a

“cherry picker”, “tired”, and “hungry.”

What kind? Chinese food pea soup red shoes

How many (much)? two kittens a little sugar some bugs

Which one? this book these students those cars

Day

3

Attention Cadets: Adjectives are words that describe or modify nouns

or pronouns. Sensory adjectives help the reader see, hear, feel, smell,

and taste what the writers are describing. Adjectives can answer three

questions: What kind?, How many (much)?, Which one?. There can also

be more than one adjective to describe a noun or pronoun. (See the

chart below. Adjectives are in bold.)

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Let’s Run a Drill! Directions: Underline the adjective(s) in the following sentences and double

underline the noun(s) they describe. I will demonstrate for you one more time.

1. Today’s difficult math lesson took over an hour to complete.

2. Can you pass me the green crayon please?

3. “Creativity is needed to create a beautiful mosaic,” said the art teacher.

4. The baseball team’s hard-fought victory gave them a place in the playoffs.

Part 2: Comparative Adjectives

Example Using -er: The Sears Tower is a tall building. à The Sears Tower is taller than the John Hancock Building.

Example Using more: The Chrysler Building is a complex structure. à The Chrysler Building is a more complex structure

than other skyscrapers.

Let’s Run a Drill! Directions: Underline the adjective being used in the sentence. Then, write the

comparative form of the adjective in each of the following sentences. (The number

of lines in each sentence tells you how many words you need to add to each sentence.)

Attention Cadets: Comparative Adjectives compare two nouns. For

most one-syllable adjectives, add -er to make the comparative form.

Ex. large à larger

Always use more with three-syllable adjectives.

Ex. joyful à more joyful (See below for more examples)

Notice how both the words “difficult” and “math”

describe the lesson.

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1. While Washington, D.C., is an exciting city, New York is a ________________________

_______________________ city.

2. There was a long line to get to into the Lincoln Memorial. There was a _____________________

line than that to get into the Capitol.

3. The Constitution is an important document. Some people think the Declaration of Independence is a

______________________ ____________________________ document than the Constitution.

4. The Postal Museum is a small part of the Smithsonian Institution. The American Indian Museum is a

bit __________________________.

Part 3: CHALLENGE! Superlative Adjectives

Example Using -est: The Sears Tower is a tall building. à The Sears Tower is the tallest building in the U.S.A. (This sentence is comparing the Sears Tower to every building in the USA.)

Example Using most: The long bridge in my town is a complex structure. à The most complex structure in my town is a long

bridge.

Let’s Run a Drill! Directions: Underline the adjective being used in the sentence. Then, write the

superlative form of the adjective in each of the following sentences. (The number

of lines in each sentence tells you how many words you need to add to each sentence.)

Attention Cadets: Superlative Adjectives compare three or more

nouns. For most one-syllable adjectives, add -est to make the

superlative form.

Ex. large à largest

Always use more with three-syllable adjectives.

Ex. joyful à most joyful (See below for more examples)

(This sentence is comparing the long bridge to every other structure in the town.)

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1. While Washington, D.C., is an exciting city, Javier thinks Rio de Janeiro is the

________________________ _______________________ city in the world.

2. There was a long line to get to into the Lincoln Memorial. The White House had the

________________________ line.

3. Some people think the Declaration of Independence is an important document, but I believe the

Constitution is our country’s ______________________ ____________________________

document.

4. A beautiful park called Lafayette Square overlooks the White House but the ________________

__________________________ park I’ve ever visited is Great Smoky Mountains National Park.

5. The Postal Museum is a small part of the Smithsonian Institution, but the Sackler Gallery is the

__________________________.

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MATHEMATICS - Week 1 Lesson 1: Arithmetic with Whole Numbers and Money; Variables and Evaluation Learning Objectives: Students will be able to distinguish between counting numbers and whole numbers by understanding the definitions; identify four fundamental operations of arithmetic; express dollars and cents correctly; evaluate an expression with variables by calculating its value when the variables are assigned specific numbers. Math Standards:

• 6.EE.A.2a and b: Write expressions that record operations with numbers and variables. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, and coefficient); view one or more parts of an expression as a single entity.

• 6.EE.B.6: Use variables to represent numbers and write expressions when solving mathematical problems and problems in real-world context; understand that a variable can represent an unknown number or any number in a specified set.

________________________________________________________________________________ Directions: Learn the new concept of the lesson (Arithmetic and Variables) and copy the examples

into your notebook. Once finished, do the Lesson Practice, and then work on the even numbers of

the Written Practice (15 out of 30 total problems).

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MATHEMATICS - Week 1 Lesson 2: Properties of Operations Learning Objectives: Students will be able to simplify computations with integers, fractions and decimals by using the associative and commutative properties of addition and multiplication, and the distributive property of multiplication Math Standards:

• 6.L.1: 6.EE.A.2b and c: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, and coefficient); view one or more parts of an expression as a single entity. Evaluate expressions given specific values of their variables. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).

• 6.EE.B.5: Understand solving an equation or inequality as a process of reasoning to find the value(s) of the variables that make that equation or inequality true. Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

________________________________________________________________________________ Directions: Learn the new concept of the lesson (Properties of Operations) and copy the examples

into your notebook. Once finished, do the Lesson Practice, and then work on the even numbers of

the Written Practice (15 out of 30 total problems).

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MATHEMATICS - 2 Week 1 Lesson 3: Unknown Numbers in Addition, Subtraction, Multiplication, and Division Learning Objectives: Students will be able to find the value of a variable in addition, subtraction, multiplication and division by utilizing fact families. Math Standards:

• 6.EE.A.4: Identify when two expressions are equivalent. For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

• 6.EE.B.5: Understand solving an equation or inequality as a process of reasoning to find the value(s) of the variables that make that equation or inequality true. Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

________________________________________________________________________________ Directions: Learn the new concept of the lesson (Unknown Numbers) and copy the examples into

your notebook. Once finished, do the Lesson Practice, and then work on the even numbers of the

Written Practice (15 out of 30 total problems).

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SCIENCE - Week 1 Lesson 1: The Importance of Measurement Learning Objective: Students will be able to read a metric ruler and record the length of a given line segment and understand the importance of measurement in the field of science and will show mastery of the topic by scoring at least a 70% on the activity. Science “Core” Standard:

• U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

________________________________________________________________________________ Directions: First, read the following lesson on the importance of measurement. Once finished,

complete the comprehension questions.

The Importance of Measurement On Saturday, May 30, 2020, SpaceX launched a Falcon 9 rocket from NASA’s Kennedy Space Center in Florida. Their destination was the International Space Station in orbit about Earth.

(Photo courtesy Positively Osceola)

Aboard the Dragon spacecraft were American astronauts Robert Behnken and Douglas Hurley. To achieve lift off, the Falcon 9 rocket had to reach a speed of over 40,000 kilometers per hour (24,855 miles per hour)! To reach that speed, the rocket had to travel 7 miles every second! If you feel the need for speed, then being an astronaut might be the perfect job for you!

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When studying science, you will make many measurements. Distance, time, mass, volume, weight, and temperature are just some of the quantities you will measure. Why measure? Measuring allows us to determine how much of something there is. It comes in many forms. Science is not the only subject that relies on measuring. Farming, medical fields, engineering, construction, manufacturing, cooking all rely on measuring. There are two main systems for measuring in the world. The oldest is the British system (Imperial System, US system, and many other names) and the SI system or metric system. Three common measurements you make in science will include how long (wide, tall, deep, thick) an item is, how much volume an item has, and how much mass an item contains. For the British system, if you are measuring length, you use units such as inch, foot, yard, mile. A unit is a fixed amount of something, like an inch of distance. If you are measuring the liquid volume of something, you use cups, quarts, or gallons. Measuring the mass of an object, you use ounces, pounds, or tons. With the SI system, however, the basic units that you will use include the meter (m) for length, the gram (g) for mass, and the liter (L) for volume. Common metric to English conversions:

• 1 kilometer = 0.62 miles • 1 meter = 1.09 yards • 1 meter = 3.28 feet • 1 meter = 39.37 inches • 1 centimeter = 0.394 inches • 1 liter = 0.264 gallons • 1 liter = 1.057 quarts • 1 kilogram = 2.205 pounds • 1 gram = 0.0353 ounces

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QUESTIONS Answer the following questions based on the information included in this worksheet.

1. What are some common quantities you will need to measure in science?

______________________________________________________________________________

______________________________________________________________________________

2. What are the only countries on the planet that have yet to adopt the SI system of

measurement?

______________________________________________________________________________

______________________________________________________________________________

3. What is a unit? Give examples of two British system units and two SI system units. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. What are the three basic units in the SI system that you will most commonly use? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5. What are the two systems of measurement used around the world? Which system of

measurement does the scientific community use?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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SCIENCE - Week 1 Lesson 2: Build Your Own Balance Learning Objective: Students will be able to construct a simple balance to estimate the weight of ten listed objects and will show mastery with a 70% or higher on the activity. Science “Core” Standard:

• U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

________________________________________________________________________________ Directions: For this lesson, you will be doing three separate, simple activities to help you in

measuring quantities in length, volume, and mass. The balance building activity can be constructed

with common household items and does not need to be an engineering masterpiece!

Grade Build Your Own Balance Parents: Adult supervision is recommended for these activities. Part 1: Length ACTIVITY 1 Materials needed: Ruler with metric units (If you do not have a ruler at home, a paper ruler is included at the end of this packet that you can use to perform the activity.)

1. First, measure your handspan using the ruler. Spread out your fingers and thumb as shown below:

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2. Place your hand as shown above directly onto your ruler.

3. Measuring from your little finger to your outstretched thumb, record the total distance in centimeters. ________cm

4. First, measure the height of your dining room or kitchen table in handspans, being sure to

keep your hand stretched out like you had it when you measured it against the ruler. Record how many handspans tall your table is. __________handspans

5. Now, convert your handspan measurement into how tall your table is in centimeters. Hint: Use the number you recorded in step 3 to help you convert to centimeters. ____________cm

Part 2: Volume ACTIVITY 2: Materials needed: Empty 2-liter soda bottle, largest cooking pot you have or bucket that will fit in sink under faucet, sharpie (marker, tape, pen whatever is available), stop watch (or something for you to keep track of time), funnel if you have it. With COVID-19, one major safety measure encouraged of everyone is to frequently and properly wash your hands. Proper hand washing should take you 20 seconds each time you wash your hands.

1. Place your pot or bucket in the sink, making sure it easily fits under your kitchen faucet. 2. Mark the 2-liter bottle with a 1-liter mark using a sharpie, pen, or, tape, whatever you have

handy. 3. Run water into the pot or bucket for 20 seconds (how long it takes to wash your hands). 4. Shut the water off at 20 seconds. 5. Using your 2-liter bottle, measure how much water you used washing your hands the correct

way. 6. Record your answer. __________L

Part 3: Mass/Weight ACTIVITY 3 Parents: Adult supervision strongly recommended for this activity as your student will be using potentially sharp objects. Materials needed: Use your imagination. Use what materials are available to you at your house. For this part, you will construct a basic balance to estimate how much common items lying around your house might weight. While seven common household items are listed, should you not have a specific item, you can substitute a similar item (size, shape, and mass) as long as you indicate that. I have included one example of a type of balance you might construct. You should try and design your own balance. If you choose to build the balance below that I have described to you, be prepared to answer some additional questions about the balance.

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Try to come up with your own balance design rather than use the one I have outlined here! Materials needed:

• A plastic hanger or a wooden hanger with notches. You’ll want a hanger that won’t allow the strings holding the objects to be weighed to slide off.

• String or yarn • A single-hole punch (screwdriver, kitchen knife-anything to help you make a hole) • Two identical paper cups (Try to avoid wax bottom cups, as they add uneven weight.) (Red

solo cups or two other identical plastic cups would work as well. • A pair of scissors • Masking or packing tape

How to make the Balance 1. Measure two pieces of string two feet long and cut. 2. Make holes to attach the string to the cups. Make a mark one inch below the rim on the

outside of each cup. 3. Use the single-hole punch or similar object to make holes in each cup. Punch a hole on either

side of the cup, along the 1-inch mark. 4. Attach the hanger to the wall, using a cup hook, doorknob, or a level bar for hanging clothes or

towels. 5. Tie the string to each side of the cup and let it sit in the notch of the hanger. The string should

support the cup like the handle of a bucket. 6. Repeat this process with the second cup. 7. Steady the hanger to make sure the cups are hanging at the same level. If they are not, adjust

the string until they are even. 8. When they look even, use a piece of tape to secure the string in the hanger’s notches.

Some common items that have an approximate known weight you will have lying around your house include a shoe which is 1 pound or a penny that has a mass of 3 grams each. A paperclip has a mass of 1 gram. Give the approximate weight of the following common household items:

1. Egg ____________ 2. Fork ____________ 3. Pencil ___________ 4. Eraser ___________ 5. Small rock or pebble ____________ 6. Crumpled piece of paper _________ 7. Cap to a soda bottle ___________

If you choose to build the balance I provided for you above, answer the following questions. DO NOT answer these questions if you built a different balance than the one I described. PLEASE NOTE: If you build your own balance and it does not work, you must either design another balance or build the balance based on the instructions I have included. You must still collect the data for the seven household items.

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QUESTIONS:

1. What would be some possible errors you might make in determining the weight of these items based on this particular balance?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. Why would a scientist not want to build their own balance as you have done and use it to make measurements in the real world?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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SOCIAL STUDIES - Week 1 Lesson 1: An Introduction to Social Studies Learning Objective: Students will become familiar with the importance of social studies and learning about the past by completing a short writing task and responding to questions. Social Studies “Anchor” Standards:

• C1: Civic virtues and democratic principles are key components of the American political system.

• C2: Citizens have individual rights, roles, and responsibilities. ________________________________________________________________________________ Directions: First, review the lesson on the importance of Social Studies below. Then, complete the

story-writing activity. Lastly, answer the response question.

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Writing Prompt: Below are items a family threw away in the trash this past weekend. • Healthy food (fruits and vegetables)

• Soy milk

• A soccer all

• A doll

• Dog treats

• A pumpkin

Much like the items left in the trashcan, we use clues from today to tell us what happened in the past.

Your task is to look through these items and create a story for the family that the trash belongs to.

You need to have the following details in your story: • Number of family members

• Ages of family members

• Time of year

• 3 other facts about the family

Write your story about the family in the lines below:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Response Question: When we study social studies, the best we can do as humans is come up with

theories (ideas) about the past. Until we gather primary resources, we can only make an educated

guess. How can studying social studies make us better at understanding out past? Note: Use the

chart on the first page of this lesson as a resource!

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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SOCIAL STUDIES - Week 1 Lesson 2:

Primary Sources vs. Secondary Sources Learning Objective: Students will understand the difference between primary and secondary sources completing tasks that require identifying and labeling different types of sources. Social Studies “Anchor” Standards:

• SP2: Thinking within the discipline involves the ability to identify, compare, and evaluate multiple perspectives about a given event to draw conclusions about that event since there are multiple points of view about events and issues.

________________________________________________________________________________ Directions: First, review the lesson on the primary sources vs. secondary sources. Then, complete

the following two tasks.

distance learning packet week 1 · 2020. 7. 28. · stephen curry met his new teammates in the...

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