Unit Game Area-Rama Unit 4

Name:
Unit 4 Game Name:
Area-Rama Recording Sheet
Area-Rama
What you need: Recording Sheet, 2 number
cubes (one labeled 0–4 and “choice”; the other
labeled 2–6 and “choice”), ruler or straightedge

Directions
Name:
Ray
• Your goal is to fill up as much space as
possible on the grid.
Area-Rama Recording Sheet

• On your turn, roll both number cubes.

Use the numbers you roll to make a
two-digit number. If you roll “choice,”
you can choose any number 0–9. 24

• The two-digit number represents the 16

area of a polygon. On the grid, draw
6 4
5

a shape that has this area. Choose 2

from: triangle, rectangle, parallelogram (that 3 5

is not a rectangle), trapezoid (that is not a

parallelogram), and composite shape. Write
the area (the number of square units) inside the As the grid gets
shape. filled up, I will have
to draw shapes with
• Players take turns. No one can repeat a shape
until all shapes have been used once. If a player
smaller areas! I use
mental math and
cannot make a shape with the given area, the area formulas to
player must pass. think about what
numbers to make
• When two players in a row pass, the game is
over. The player who has covered the most
288 Unit 4 Game with the digits on the
number cubes.
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area wins.

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STEP BY STEP
NCSCS Focus - NC.6.G.1  Embedded SMPs - 1, 2, 4, 6, 7 Materials For each pair: Recording Sheet (TR 5), 2 number
Objectives cubes (one labeled 0–4 and “choice”; the other labeled 2–6
and “choice”), ruler or straightedge
• Find the area of a triangle, quadrilateral, or composite shape.
•  Draw a shape that has a given area.

• Your goal is to fill up as much space as possible on • When two players in a row pass, the game is over. The
the grid. player who has covered the most area wins.
• On your turn, roll both number cubes. Use what you • Model one complete round for students before they
roll to make a two-digit number. If you roll “choice,” play. Discuss with students strategies they might use
you can choose any number 0–9. to make large or small areas.
• The two-digit number represents the area of a Vary the Game  Tell students to draw and label an
polygon. On the grid, draw a shape that has this x- and y-axis (0 to 10) on the Recording Sheet. Have
area. Choose from: triangle, rectangle, parallelogram players label each vertex of their shape with its ordered
(that is not a rectangle), trapezoid (that is not a pair. Players must put shapes in at least two quadrants
parallelogram), and composite shape. Write the area by the end of the game or they cannot win.
(the number of square units) inside the shape.
Challenge  Each player must make one of each kind of
• Players take turns. No one can repeat a shape until all shape—triangle, rectangle, parallelogram (that is not a
shapes have been used once. If a player cannot make a rectangle), trapezoid (that is not a parallelogram), and
shape with the given area, the player must pass. composite shape—before repeating any shape.

124 Practice and Problem Solving Unit 4 Game

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©Curriculum Associates, LLC  Copying is not permitted.
Practice and Problem Solving

Unit Practice
Unit 4 Practice Name:
Solve.

Geometry B 3 What three-dimensional figure does C 6 Henry drew a diagram of the front of
the net represent? his house on a coordinate plane.
y
In this unit you learned to: Lesson
9

find the area of triangles, quadrilaterals, and other polygons. 23 8

7
solve problems with polygons in the coordinate plane. 24 6
5
use nets to find the surface area of three-dimensional figures. 25 4
3
find the volume of a rectangular prism with fractional edge lengths, for example: 2
26
the volume of a cube with edges 1 inch is 1 cubic inch. 1
··
2 ··
8
x
A square pyramid 26 25 24 23 22 21 O
21
1 2 3 4 5 6 7 8

Use these skills to solve problems 1–6. B rectangular prism

C triangular prism Part A: What is the area of the front of
M 1 There are 25 desks in a classroom. M 2 A fish tank has the shape of a Henry’s house on the diagram?
Each desktop is the same as the one rectangular prism with dimensions as D cube
98 square units
shown below. shown. The tank is open at the top.
18 in. M 4 The area of the triangle is Part B: There is a window with vertices
3 ft 24 square feet. What is the at (24, 2), (24, 4), (22, 2), and (22, 4).
length of the base? There is a second window with vertices
16 in. 2.5 ft at (4, 1), (4, 5), (6, 1), and (6, 5). The front
6.4 ft door has vertices at (21, 0), (21, 3), (1, 3),
3 ft
and (1, 0). Henry wants to paint the
How much glass was used to make front of his house, but not the windows
24 in.
the tank? or the door. He drew the diagram so
What is the total area of all of Show your work. A 8 feet C 21 feet that 1 square unit 5 9 square feet.
the desktops? What is the area that Henry wants
Bottom: 6.4 3 2.5 5 16 B 16 feet D 36 feet to paint?
Show your work.
Sides: 2.5 3 3 5 7.5; 7.5 3 2 5 15 Show your work.
Area of one triangle: 1(16)(3) 5 24
··
2
Front/back: 6.4 3 3 5 19.2; Area of first window: 2 3 2 5 4
Area of rectangle: 18(16) 5 288 Area of second window: 2 3 4 5 8
19.2 3 2 5 38.4
Area of one desktop: 2(24) 1 288 5 336
M 5 Mildred has two cubes. The length of Area of door: 2 3 3 5 6
Total surface area: 16 1 15 1 38.4 one side of the smaller cube is half the Area to paint: 98 2 4 2 8 2 6 5 80
Area of 25 desktops: 25(336) 5 8,400 5 69.4 length of one side of the larger cube. Convert to square feet: 80 3 9 5 720
How many of the smaller cubes would
it take to fill the larger cube?
Solution: The total area of all of the Solution: 69.4 square feet of glass
A 2 C 8 Solution: Henry wants to paint
desktops is 8,400 square inches. was used to make the tank.
720 square feet.
B 6 D 12
Unit 4 Practice

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Unit 4
Key
125

B Basic M Medium C Challenge

 Performance Task Unit 4

TEACHER NOTES
NCSCS Standards: NC.6.G.1, NC.6.G.3 Unit 4 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 You are on the planning committee for the city road race. Did you . . .
DOK: 3 Your job is to plan a route for the race according to the
rules below.
label your
coordinate grid
Materials: Grid paper • The race has to be more than 3 miles but less than
5 miles in length.
correctly?
• The race should start and stop at the same place. label your
• No part of the race can run through Central Avenue. polygon’s-
About the Task vertices with
Here is a city map. Each city block (small square on the coordinates?
map) is 0.1 mile by 0.1 mile. check and justify
To complete this task, students solve a multi-step 12th Ave. your work?

problem that involves finding the perimeter of a 10th Ave.

N

polygon in the coordinate plane. Students must select 8th Ave.

6th Ave. W E
points for the vertices of the polygon and ensure that 4th Ave.
S
the perimeter measurement is within given parameters. 2nd Ave.

Central Ave.

Getting Started
Main 2nd 4th 6th 8th 10th 12th
St. St. St. St. St. St. St.

Use a coordinate grid to draw the race route. Label the

Read the problem out loud with students and go over
the checklist. Have them identify the goal. Discuss
ways that students can demonstrate that their route
meets the rules and how they can explain their work.
(SMP 1, 3)
Completing the Task
To plot a route that is between 3 and 5 miles long,
students must understand how the grid functions as a
vertices of the polygon that you draw with coordinate
pairs. Show and explain why your route meets all of the
rules. Then write a description of the route using
directional words and street names.
Reflect on Mathematical Practices
After you complete the task, choose one of the following
questions to answer.
1 Use Structure How did you use place value
understanding to determine the length of the
race route?
2 Persevere What was your plan for finding a possible
race route?
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map and must understand the scale of the map. Guide

students to look at the street grid and coordinate grid Extension
provided and discuss similarities and differences. Then
have them consider the length of each small square. If students have more time to spend on this problem,
Use questions such as: How can you show a mile on the you can have them solve this extension:
map? [the edge of 10 small squares] How can you show Cars and buses will not be allowed inside the race
half a mile, or 0.5 of a mile? [the edge of 5 small squares]. route on the day of the race. How many square miles
(SMP 2, 4, 6) of the city will have no cars or buses on race day?
Students may try several points and line segments
before they find a combination that meets the rules.
Encourage them to note what works and what does
not. Differentiate the task by encouraging students to
create simpler (rectangular) routes or more complex
(composite figure) routes. (SMP 1, 7)
Students must describe their routes using directional
terms. Specify that they should use north, south, east,
and west rather than simply specifying a series of left
turns or right turns. (SMP 5)
Have students present their plans for the race and
explain their reasoning. Discuss how they found the
lengths of the sides of the polygon. (SMP 3, 8)

126 Practice and Problem Solving Unit 4 Performance Task

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 Performance Task Unit 4

SAMPLE RESPONSES AND RUBRIC

4-Point Solution
I need to use a coordinate grid to set up the route for a race that is between 3 and 5 miles long. The race route makes
a polygon. I will start at (6, 6) and go to (1, 6). Then I will go to (1, 1), (11, 1), (11, 11), (6, 11), and back to (6, 6). This
table shows the length of each side of the polygon, in tenths of a mile. The grid shows the route. The total distance is
0.5 1 0.5 1 1 1 1 1 0.5 1 0.5 5 4 miles. y

Start End Distance (in tenths of a mile) 12 (6, 11) (11, 11)
11
(6, 6) (1, 6) Absolute value of 6 2 1 5 |5| 5 5 10
(1, 6) (1, 1) Absolute value of 6 2 1 5 |5| 5 5 9
(1, 1) (11, 1) Absolute value of 1 2 11 5 |210| 5 10 8
7 (1, 6)
(11, 1) (11, 11) Absolute value of 1 2 11 5 |210| 5 10
6 (6, 6)
(11, 11) (6, 11) Absolute value of 11 2 6 5 |5| 5 5 5
(6, 11) (6, 6) Absolute value of 11 2 6 5 |5| 5 5 4
3
Start the race at 6th Ave. and 6th St. Go west 5 blocks to 6th Ave. and 1st St. Go 2
(1, 1) (11, 1)
south 5 blocks to 1st Ave. and 1st St. Go east 10 blocks to 1st Ave. and 11th 1
St. Go north 10 blocks to 11th Ave. and 11th St. Go west 5 blocks to 11th Ave. x
O 1 2 3 4 5 6 7 8 9 10 11 12
and 6th St. Finally, go 5 blocks south to finish the race at 6th Ave. and 6th St.
REFLECT ON MATHEMATICAL PRACTICES
1. Students should discuss the relationship of the side of one square and a mile (0.1 to 1.0, or 1 to 10) and how this
helped them plan their route and calculate its length. (SMP 7)
2. Look for students to discuss how mathematical thinking informed their plan and how they handled any
difficulties that they encountered. (SMP 1)
SCORING RUBRIC
4 points A
 ll parts of the problem are complete and correct. Students show their work and explain how they met
the rules. The route makes a polygon, and the length of the perimeter is shown. Students label the points
on the grid with ordered pairs and describe the route using directional words.
3 points The student has completed all parts of the problem, with one or two errors. Possible errors might include
incorrectly labeling a vertex, not making a polygon, or an incomplete explanation.
2 points The student has attempted all parts of the problem, with a number of errors. Some of the rules are not
followed. The route is not a polygon or is not labeled or calculated correctly. The directions are partly
incorrect or incomplete. Not all work is shown.
(6, 11) 0.5 (11, 11)
1 point Much of the problem is incomplete, with several errors. Distance
calculations are incorrect. The explanation and route descriptions
are incomplete, incorrect, or missing. The route is not a polygon
0.5
and/or vertex labels are incorrect or missing. 0.5
square mile
(1, 6)
SOLUTION TO THE EXTENSION 0.5
(6, 6) 1
Possible Solution 0.25
I broke the shape into 2 rectangles. One is 0.5 mile wide and 1 mile long. 0.5 square mile
The other is 0.5 mile wide and 0.5 mile long. 0.5 3 1 5 0.5 square mile.
0.5 3 0.5 5 0.25 square mile. So the area inside the race route is (1, 1) (11, 1)
0.5 1 0.25 5 0.75 square mile. 1

Practice and Problem Solving Unit 4 Performance Task 127

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