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You are on page 1of 4

Name:

Unit 3 Game Name:

Twenty-Four Recording Sheet

Twenty-Four

What you need: Recording Sheet, Number and

Variable Cards Equivalent Evaluated

Round Expression Points

Expression Expression

Directions 1

Name: Olive

• Your goal is to write an expression and

evaluate it to get as close as possible

Twenty-Four Recording

Sheet

Expression Expression Points

• piles,

Mix up the cards and make two

one for numbers and one for

1 (6 2 3) 3 (x 1 x)

6x

(6 2 3) 3 (4 1 4)

338

3 2

24

variables. Players take turns picking

two number cards and two variable

2 6 X

cards.

• numbers

Write an expression using all of the

and variables on your cards. You can 3

3

X

3

use any operation, as well as parentheses and

exponents.

4

I try writing

• variables

Try to find numbers to substitute for the

in either expression so that you get 24

5

different expressions.

I think about ways to

make 24. And I try 4

when you evaluate it. Then record the value of

different ways to

the expression for the numbers you chose. evaluate the

Total Points:

Earn 1 point for making an equivalent 186 Unit 3 Game I write it on my

and 2 more points if the evaluated recording sheet.

©Curriculum Associates,

LLC Copying is not permitted.

with the most points wins. 5

Total Points:

253

253

254

254 Unit 3 Game ©Curriculum Associates, LLC Copying is not permitted.

STEP BY STEP

NCSCS Focus - NC.6.EE.1, NC.6.EE.2, NC.6.EE.3 Materials For each pair: Recording Sheets (1 for each player)

Embedded SMPs - 1, 6, 7 (TR 3), Number and Variable Cards (TR 4)

Objectives

• Write expressions containing variables.

• Write equivalent expressions.

• Evaluate expressions.

• Your goal is to write an expression and evaluate it to • Earn 1 point for making an equivalent expression and

get as close as possible to 24. 2 more points if the evaluated expression equals 24.

After 5 rounds, the player with the most points wins.

• Mix up the cards and make two piles, one for

numbers and one for variables. Players take turns • Model one complete round for students before they

picking two number cards and two variable cards. play. Review with students ways to make equivalent

expressions.

• Write an expression using all of the numbers and

variables on your cards. You can use any operation, Vary the Game If a player evaluates an expression not

as well as parentheses and exponents. equal to 24, the other player tries to make the expression

have a value of 12, substituting new values for the variables.

• Write an equivalent expression.

ELL Discuss the meaning of evaluate. It means “to find

• Try to find numbers to substitute for the variables

the value of something.” In math, it usually means

in either expression so that you get 24 when you

finding the value of an expression. In other situations it

evaluate it. Then record the value of the expression

can mean giving a student a grade or deciding whether

for the numbers you chose.

an activity went well.

Practice and Problem Solving Unit 3 Game 103

©Curriculum Associates, LLC Copying is not permitted.

104 Practice and Problem Solving

Unit Practice

Unit 3 Practice Name:

Solve.

Expressions and Equations M 5 The equation c 5 45h 1 80 represents M 6 The length of a rectangle is 2 inches

the total cost, c, of a car repair that less than 5 times the width, w. What is

takes h hours. an expression for the perimeter of the

In this unit you learned to: Lesson rectangle, in inches? Select all that

Part A: Identify the dependent and apply.

evaluate numerical expressions that contain exponents, for example: independent variables.

16

24 1 6 5 22.

A 2(5w 2 2) 1 2w

The dependent variable is c; the

interpret and evaluate algebraic expressions, for example:

2(x 1 7) means twice the sum of a number and 7.

17, 18 B w 1 w 1 5w 1 5w 2 2

independent variable is h.

solve equations, for example: if 3 5 1k, then k 5 6. 19, 20

C 2(6w 2 2)

··

2

Part B: Write three ordered pairs that D 12w 2 4

solve inequalities, for example: if 3x $ 15, then x $ 5. 21

satisfy the equation.

use equations and inequalities to solve word problems. 20, 21 Possible answer: (1, 125), (2, 170),

write equations to show the relationship between dependent and (4, 260)

22

independent variables.

Use these skills to solve problems 1–8. B 7 There are a total of 420 students at South School. This is 3 times the number of students in

the sixth grade. How many students, n, are there in the sixth grade?

B 1 Which inequality is true? B 2 Which equation has a solution of Show your work.

n 5 4? Possible student work:

A 42 . 24

3n 5 420

A 6 1 n 5 24 C 12 2 n 5 16

B (5 1 2)2 . 52 1 22 3n 5 420

B 5n 5 54 D 7n 5 28 ···

3 ····

3

C 42 . 33 n 5 140

D 1 1 23 , 32 2 1 Solution: There are 140 students in the sixth grade.

©Curriculum Associates, LLC Copying is not permitted.

C 8 Solve the equation for x.

many baseball cards as Dwight. Let x 22 feet. Let n represent the length of ax 1 bx 5 14

represent the number of cards that one side of the square.

Dwight has. Show your work.

Part A: Write an inequality that Possible student work:

Part A: Write an expression for the represents the situation. ax 1 bx 5 14

number of baseball cards Bryce has.

4n # 22 (a 1 b)x 5 14

3x 2 4 (a 1 b)x 5 14

Part B: Of the lengths 2.5 ft, 4.8 ft, ·······

a1b ·····

a1b

Part B: How many baseball cards does 5.2 ft, 5.8 ft, 6 ft, which could be the side x 5 14

Bryce have if Dwight has 25 cards? length of the square? Write all that apply. ·····

a1b

x 5 14 .

71 baseball cards 2.5 ft, 4.8 ft, 5.2 ft Solution: ····

a+b

257

257

258

258 Unit 3 Practice ©Curriculum Associates, LLC Copying is not permitted.

Unit 3 Practice

Unit 3

Key

B Basic M Medium C Challenge

Performance Task Unit 3

TEACHER NOTES

NCSCS Standards: NC.6.EE.5, NC.6.EE.6, NC.6.EE.7 Unit 3 Performance Task Name:

Standards for Mathematical Practice: 1, 2, 3, 4, 5, Answer the questions and show all your work on

separate paper. Checklist

6, 7, 8 Jayne is planning a hike with her friends. She asks each Did you . . .

DOK: 3 friend for her comfortable hiking pace. Their answers all

fall between 2.5 and 3 miles per hour.

select an

appropriate

Materials: None Jayne wants to hike one trail in the morning. When the

pace?

girls get back from that hike, they will stop for lunch for label your work

about an hour. Then they will hike a different trail in the with appropriate

About the Task afternoon. All trails can be accessed from the same picnic units?

area. Here is information about the trails. write a detailed

plan that

To complete this task, students solve a multi-step Trail A − 8.5 miles includes all the

Trail B − 9.2 miles times that the

problem that involves writing an equation to model a Trail C − 9.4 miles problem asks

for?

situation and solving the equation. The task requires Trail D − 7.8 miles

them to determine a rate of speed and use that rate and Here is what you need to do.

• Pick two trails to hike.

the given distances to find the time needed to hike two • Decide on a pace for the hike.

• Write an equation that shows how long it will take

the girls to hike a trail at this pace. Find how long it

trails. will take them to hike each of the trails you picked.

• Make a plan for the girls’ day that includes the

approximate times they might start and end each

Getting Started hike and take a lunch break in between.

Read the problem out loud with students and go over After you complete the task, choose one of the following

the checklist. Have them identify the goal. Discuss questions to answer.

1 Use a Model How do the equations that you wrote

what the equation should include [time spent hiking, model the problem? What are the dependent and

independent variables in each equation?

pace, and distance hiked]. Have students describe how 2 Make an Argument How did you decide what pace

these quantities are related, using mathematical to use? Explain your reasoning.

language. (SMP 1, 3, 4)

Completing the Task ©Curriculum Associates, LLC Copying is not permitted. Unit 3 Performance Task

259

259

the hikers. Encourage students to discuss how to make Extension

that decision before picking a number. Students may

consider how tired the hikers might get, easier numbers If students have more time to spend on this problem,

to work with, how quickly they will finish the hike, etc. you can have them solve this extension:

(SMP 2) The girls are bringing their bikes to the park. The

If students struggle to write an appropriate equation, trails are very rugged and not paved, so the girls

encourage them to think about the meaning of miles will only be able to bike at a pace between 5.1 and

5.7 miles per hour. What trails can they bike in

per hour as a rate: miles

. Once they have set up the

·····

hour about the same time or less than they took to hike

equation, they can substitute the values for the pace two trails?

and the length of a trail and solve. Then they can

substitute the value for the length of another trail

and solve. (SMP 5, 7, 8)

When figuring how much time the entire hike will

take, some students may round to the nearest hour or

half-hour, while others may figure the elapsed time to

the minute. (SMP 6)

Have students create their plans for the hikes. The plan

must include reasonable start and end times. Consider

discussing times for water breaks, etc. (SMP 2, 3)

©Curriculum Associates, LLC Copying is not permitted.

Performance Task Unit 3

4-Point Solution

I need to find the how long it takes to hike two of the trails and plan a day of hiking. I will let t represent the hiking

time and p represent the girls’ pace. If they hike for t hours at p miles per hour, they will go m miles. So, tp 5 m. I can

use a pace of 2.8 miles in 1 hour 1 p 5 2.8 2. I think it would be best to hike the two shorter trails because the girls

···

1

may need to stop here and there during each hike. Use the trails’ distances to write and solve equations.

Trail A Trail D

2.8t 5 8.5 2.8t 5 7.8

t 5 8.5 t 5 7.8

···

2.8 ···

2.8

t 5 3.04 hours or about 3 hours 2 minutes t 5 2.79 hours or about 2 hours 47 minutes

Each hike will take about 3 hours. I’ll plan for 1 hour for lunch between the hikes. That’s a total of 7 hours.

Plan: Meet at the park at 9:00 am. Hike Trail A. Hike for about 3 hours. Have lunch at the picnic area around

12:00 pm. Spend 1 hour. Start Trail D at 1:00 pm. Hike for about 3 hours. Finish Trail D at about 4:00 pm.

1. Students should explain how their equations relate the distance, hiking time, and pace. The distance is known.

The pace is the independent variable and the time is the dependent variable. (SMP 4)

2. Students’ explanations may include mathematical considerations, such as ease of computation and/or logistical

concerns related to the hike. Accept any explanation that makes sense. (SMP 3)

SCORING RUBRIC

4 points A

ll parts of the problem are complete and correct. Students choose two trails and a pace. They show an

appropriate equation, define variables, and work out the solution. The schedule for the day includes start

and end times for all hikes, plus a lunch break.

3 points The student has completed all parts of the problem, with one or two errors. Possible errors might include

incorrectly writing or solving an equation, not labeling units, or writing an incomplete schedule for the day.

2 points The student has attempted all parts of the problem, with a number of errors. Distances or pace may be

incorrect. The equation may be written or solved incorrectly. The schedule may be incomplete or not

fully correct.

1 point Much of the problem is incomplete, with several errors. Distances, pace, equations, and calculations are

incorrect. The schedule for the day is incomplete, incorrect, or missing.

Possible Solution

I know that tp 5 m. I choose a pace of 5.5 miles per hour. For Trail A, 5.5t 5 8.5 so t 5 about 1.55. For Trail B,

5.5t 5 9.2 so t 5 about 1.67. For Trail C, 5.5t 5 9.4 so t 5 about 1.71. For Trail D, 5.5t 5 7.8 so t 5 about 1.42.

All together, that’s 1.55 1 1.67 1 1.71 1 1.42 5 6.35 hours, or 6 hours and 21 minutes. The girls took about 6 hours

to hike Trails A and D, which is about a half-hour less than it would take to bike all 4 trails. Biking the longest

3 trails would take 4.93 hours, or about 4 hours and 56 minutes. So the girls can bike any 3 trails in less time than

it took to hike those 2 trails.

©Curriculum Associates, LLC Copying is not permitted.

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