# Weight in Space

Students will be able to...Name the planet where you would weight the least.

TSWBAT; Name the planet, or planets, would you weigh more then on earth?

TSWBAT; Name the planets you would weigh nearly the same as on earth?

**1**Direct Introduction

#### 1 Direct Introduction

Show visual of solar system....Discuss gravitational pull of the Sun relative to outer planets. Describe Earths Gravitational index as (1.) and exhibit relative gravitational index of other planets (in comparison to that of the Earth) as displayed on handout. Ask weather students can guess the weight on the planets listed, when compared to their own weight on Earth. Explain the difference between 1. and .1; have students guess their weight.

Show students how to multiply decimals and compare actual weight on various planets. Answer objectives given this process of multiplication of decimals.

Have students plot the graph on endpage. Discuss the graph and relative weights.

### 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.

### Ratios And Proportional Relationships

**6.RP.1**Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

**6.RP.2**Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1

**6.RP.3**Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

**6.RP.3.a**Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

**6.RP.3.b**Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

**6.RP.3.c**Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

**6.RP.3.d**Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

**7.RP.1**Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

**7.RP.2**Recognize and represent proportional relationships between quantities.

**7.RP.2.a**Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

**7.RP.2.b**Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

**7.RP.2.c**Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

**7.RP.2.d**Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

**7.RP.3**Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

### 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.