# Halloween Story Starters

Students will be able to...Write a complete story from one story starter.

Each story will have a beginning middle and end

setting characters

#### 1 Roll the dice to pick the app. Work with team to create story and produce a final project telling the complete story.

Students will use the App Dice to create their App Smash.

### Key Standards Supported

### Reading Science/Technical

**RST.6-8.4**Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

**RST.6-8.5**Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

**RST.6-8.6**Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

**RST.6-8.7**Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

**RST.6-8.8**Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

**RST.6-8.9**Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

**RST.6-8.1**Cite specific textual evidence to support analysis of science and technical texts.

**RST.6-8.2**Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

**RST.6-8.3**Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

**RST.6-8.10**By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

**RST.9-10.4**Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

**RST.9-10.5**Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

**RST.9-10.6**Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

**RST.9-10.7**Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

**RST.9-10.8**Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

**RST.9-10.9**Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

**RST.9-10.1**Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

**RST.9-10.2**Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

**RST.9-10.3**Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

**RST.9-10.10**By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

**RST.11-12.4**Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

**RST.11-12.5**Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

**RST.11-12.6**Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

**RST.11-12.7**Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

**RST.11-12.8**Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

**RST.11-12.9**Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

**RST.11-12.1**Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

**RST.11-12.2**Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

**RST.11-12.3**Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

**RST.11-12.10**By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.

### Similarity, Right Triangles, And Trigonometry

**HSG.SRT.10**(+) Prove the Laws of Sines and Cosines and use them to solve problems.

**HSG.SRT.11**(+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

**HSG.SRT.9**(+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.

**HSG.SRT.6**Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

**HSG.SRT.7**Explain and use the relationship between the sine and cosine of complementary angles.

**HSG.SRT.8**Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.★

**HSG.SRT.4**Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

**HSG.SRT.5**Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

**HSG.SRT.1**Verify experimentally the properties of dilations given by a center and a scale factor:

**HSG.SRT.1.a**A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.

**HSG.SRT.1.b**The dilation of a line segment is longer or shorter in the ratio given by the scale factor.

**HSG.SRT.2**Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

**HSG.SRT.3**Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.

### The Number System

**6.NS.1**Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

**6.NS.5**Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

**6.NS.6**Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

**6.NS.6.a**Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.

**6.NS.6.b**Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

**6.NS.6.c**Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

**6.NS.7**Understand ordering and absolute value of rational numbers.

**6.NS.7.a**Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.

**6.NS.7.b**Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC.

**6.NS.7.c**Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.

**6.NS.7.d**Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.

**6.NS.8**Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

**6.NS.2**Fluently divide multi-digit numbers using the standard algorithm.

**6.NS.3**Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

**6.NS.4**Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).

**7.NS.1**Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

**7.NS.1.a**Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.

**7.NS.1.b**Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.

**7.NS.1.c**Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.

**7.NS.1.d**Apply properties of operations as strategies to add and subtract rational numbers.

**7.NS.2**Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

**7.NS.2.a**Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.

**7.NS.2.b**Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real- world contexts.

**7.NS.2.c**Apply properties of operations as strategies to multiply and divide rational numbers.

**7.NS.2.d**Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.

**7.NS.3**Solve real-world and mathematical problems involving the four operations with rational numbers.

**8.NS.1**Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

**8.NS.2**Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.