Unit Game Twenty-Four Unit 3

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

to 24. Round Expression Equivalent Evaluated

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.

• Write an equivalent expression.

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

• expression expression before

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.

expression equals 24. After 5 rounds, the player

with the most points wins. 5

Total Points:

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

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.

M 3 Bryce has 4 less than 3 times as M 4 The perimeter of a square is at most

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

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

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.

Reflect on Mathematical Practices

Read the problem out loud with students and go over
the checklist. Have them identify the goal. Discuss
what the equation should include [time spent hiking,
pace, and distance hiked]. Have students describe how
After you complete the task, choose one of the following
questions to answer.
1 Use a Model How do the equations that you wrote
model the problem? What are the dependent and
independent variables in each equation?
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

Students must first decide on an appropriate pace for

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)

Practice and Problem Solving Unit 3 Performance Task 105

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

SAMPLE RESPONSES AND RUBRIC

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.

REFLECT ON MATHEMATICAL PRACTICES

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.

SOLUTION TO THE EXTENSION

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.

106 Practice and Problem Solving Unit 3 Performance Task

©Curriculum Associates, LLC  Copying is not permitted.