Unit Game Decimal Scramble Unit 2

Name:
Unit 2 Game Name:
Decimal Scramble Recording Sheet
Decimal Scramble
What you need: Recording Sheet, 3 number cubes
labeled as follows: cube 1 has 0, 1, 2, 3, 4, 5; cube 2 Target
Round Player A Player B
has 4, 5, 6, 7, 8, 9; cube 3 has 1, 2, 3, 6, 7, 8 Number

3 5 3 5
Directions OR OR
Name: G.O.
1 1
• and
Your goal is to create two numbers
multiply or divide them to get
Decimal Scramble Recordin
g Sheet 4 5 4 5

as close as possible to the Target Round Target

Number.
Number Player A
Player B Points: Points:
3 5 3

• Both
5
OR
One player rolls the number cubes. 1 1
4.08 4 3.67 1.11
OR
3 5 3 5
5
players use the three digits to 4 5
Points:
make a number. Each player decides Points:
OR OR
how to order the digits and where to 3 5
2 10
6
3 5
put the decimal point in his or her 2 10
OR 5
OR
4 5 4 5
number. 4

3
5 4 4 5

• another 7
2

Points:
Points:
Roll again and both players generate 4
6 2
Points: Points:
3 5
number. 3 5
OR
3 OR

• record I think about what

100
4 5 3 5 3 5
Players multiply or divide their numbers and digit to use for the
4 5

the operation on the Recording Sheet. Points:

greatest place value
Points:
OR OR
• and in each number.3
3 5
The target numbers are different for each round What
OR is their
5
3 100 4 4
as shown on the Recording Sheet.
4 1,000 OR 5 5
4
product?
5 What 4is 5

• toThetheplayer whose product or quotient is closest

target number for the round scores
Points: their quotient?
Points:
I think about where
Then
Points: Points:
114 Unit 2 Game to put the decimal
1 point. point.
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3 5 3 5
• Round
The player with the most points at the end of
4 wins. It is OK to have a tie. OR OR
4 1,000 4 4
5 5

Points: Points:

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STEP BY STEP
NCSCS Focus - NC.6.NS.3  Embedded SMPs - 1, 5, 6, 7, 8 Materials For each pair: Recording Sheet (TR 2), 3 number
Objectives cubes as follows: cube 1 has 0, 1, 2, 3, 4, 5; cube 2 has 4, 5, 6, 7,
8, 9; cube 3 has 1, 2, 3, 6, 7, 8
•  Multiply and divide decimals.
•  Understand decimal place value.

• Your goal is to create two numbers and multiply or • The player whose product or quotient is closest to the
divide them to get as close as possible to the Target target number for the round scores 1 point.
Number.
• The player with the most points at the end of Round 4
• One player rolls the number cubes. Both players wins. It is OK to have a tie.
use the three digits to make a number. Each player
• Model one complete round for students before they
decides how to order the digits and where to put the
play. Discuss strategies for using what they know
decimal point in his or her number.
about place value in multiplication and division.
• Roll again and both players generate another number.
Vary the Game  Play the same game with addition and
• Players multiply or divide their numbers and record subtraction. Use four number cubes instead of three.
the operation on the Recording Sheet.
Extra Support  Roll only two number cubes to make
• The target numbers are different for each round and numbers with only two digits.
as shown on the Recording Sheet.

Practice and Problem Solving Unit 2 Game 69

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 70 Practice and Problem Solving

Unit Practice
Unit 2 Practice Name:
Solve.

The Number System B 5 Which statement is true? Select all M 6 The area of one rectangle is 36 square
that apply. feet. The area of a second rectangle is
21 square feet. The rectangles have the
In this unit you learned to: Lesson A 25 1 . 2 3 same width and the dimensions are
··
4 ··
4
whole numbers. What is the width of
explain how to divide fractions, for example: explain why 2 4 3 5 8. 6, 7 B 27.1 . 27.8
··
3 ··
4 ··
9 both rectangles?
divide multi-digit whole numbers, for example: 26,306 4 24 5 1,096 R 2. 8 C 2 1 , 29 A 3 feet C 7 feet
··
2
add and subtract multi-digit decimals, for example: 3.1 2 1.534 5 1.566. 9 D 26 3 , 6 2 B 6 feet D 12 feet
··
5 ··
5
multiply and divide decimals, for example: 32.5 4 0.25 5 130. 10

Use prime factorization to find the greatest common factor (GCF) and least common
multiple (LCM) of two whole numbers, for example: the LCM of 4 and 6 is 12.
11 M 7 Mary walked 23.61 miles this month. That is 8.625
more miles than she walked last month. What is the
recognize real-world uses for negative numbers and locate them on a number line. 12 total number of miles that she walked in both months?
order integers and find absolute value, for example: 27 , 25 and 25 , 2. 13 Show your work.
plot points in the four quadrants of the coordinate plane. 14 Miles walked last month: 23.61 2 8.625 5 14.985

add and subtract integers. 15 Total miles: 14.985 1 23.61 5 38.595

Use these skills to solve problems 1–8.

Solution: Mary walked a total of 38.595 miles.

B 1 Which expression is equivalent to B 2 How many decimal places are in the

25.85 4 1.5? product 4.45 3 7.3? C 8 Rectangle ABCD is formed by connecting four y

points. Point A is located at (23, 5). Point B is a 6

A B
A 2,585 4 15 A 1 reflection of point A across the y-axis. Point D is 5
4
B 258.5 4 15 B 2 a reflection of point A across the x-axis. Point C
3
is a reflection of point D across the y-axis. 2
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C 258.5 4 0.15 C 3 1
Part A x
26 25 24 23 22 21 O 1 2 3 4 5 6
D 25.85 4 15 D 4 21
Draw the rectangle and label the points. 22
23

4 Greta reads 1 1 pages per minute when Part B

B 3 A principal orders 2,600 pencils. She M ··
2
24
25
gives an equal number to each of she reads her English homework What is the perimeter of the rectangle? D
26
C
24 teachers. How many pencils does assignment. At this rate, how long does 32 units
each teacher get? it take Greta to read 60 pages?
108 pencils
40 minutes

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Unit 2 Practice

Unit 2
Key
B Basic M Medium C Challenge
 Performance Task Unit 2

TEACHER NOTES
NCSCS Standards: NC.6.RP.3, NC.6.NS.2, NC.6.NS.3 Unit 2 Performance Task Name:

Standards for Mathematical Practice: 1, 2, 3, 4, 6, 7, 8 Answer the questions and show all your work on
separate paper.
DOK: 3 You are in charge of concessions for the upcoming school
Materials: None dance. You are buying the items listed in the table to sell Checklist
at the dance. The table includes prices for multi-packs of
each item. Did you . . .

About the Task Item Package Description Package Price

make a table to
organize your
Apples 10 lb bag (about 20–22 apples) $8.90 work?
To complete this task, students solve a multi-step String cheese
Peanut butter crackers
Package of 24
Box of 30 packs
$6.49
$6.75
explain your
reasoning?
problem that involves estimating, multiplying, and Granola bars
Cheese pizza
Box of 18 bars
1 pizza (8 slices)
$10.89
$6.75
check that your
prices are
dividing decimals (money). The task requires that they Assorted juice boxes
Bottled water
Package of 8 juice boxes
Package of 24 bottles
$2.99
$5.99
reasonable?

find the cost of a number of snack items, set a selling
price for each item, account for ease of making change,
and explain their reasoning.
You need to decide the selling price for each item. Here is
what you know.
• The selling price should be about 2 or 3 times the
cost of the item.
• Concession stand workers don’t want to count a lot
of change to give back to customers.

Getting Started Here is what you need to do.

• Find your cost to buy 1 of each item.
• Decide on a selling price for each item. Show all your

Read the problem out loud with students and go over work and make a list of the prices.
• Explain the reasoning for each price.

the checklist. Have them identify the goal and list the Reflect on Mathematical Practices
steps needed to set the selling price [find the cost to buy After you complete the task, choose one of the following
questions to answer.
1 item, multiply by about 2 or 3]. Point out the need to 1 Be Precise How did you use rounding to find the cost
per item? Explain.
make the concession workers’ jobs easier, and prompt 2 Use Structure How did you use coin and dollar
students to discuss whether and how estimation might values to help you decide on appropriate selling
prices?
help them solve this problem. (SMP 1, 6)
Completing the Task ©Curriculum Associates, LLC Copying is not permitted. Unit 2 Performance Task
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Students must first find the cost to buy one of each

item. They will need to decide when and how to use Extension
estimation. Some may find the exact cost to buy each
item and use estimation to check reasonableness. Some If students have more time to spend on this problem,
may state that estimating the cost of each item is good you can have them solve this extension:
enough because the selling price does not have to be an How much money will the dance committee make
exact multiple of the cost. Approaches may include from selling one of each item? How much money
rounding the package prices and dividing by the will the dance committee make from selling a
number of items per package, or setting up a ratio and whole package of each item?
finding the unit rate. Some students may use number
sense to find an easy-to-calculate relationship
between the package price and the number of items.
For example, $6.49 is close to $6 and ​ 6  ​ 5 ​ 1 ​ or
··
24 ··4
$0.25. (SMP 6)
Next, students need to decide on a selling price.
Students’ approaches should consider the two
constraints: about 2 or 3 times the cost, and not
requiring workers to make a lot of change. Students
need to clearly explain their reasoning and how their
results reflect the reasoning used. (SMP 2, 3)

Practice and Problem Solving Unit 2 Performance Task 71

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 Performance Task Unit 2

SAMPLE RESPONSES AND RUBRIC

4-Point Solution
I need to find the cost of one of each item. I can find the cost by dividing the package price by the number of items.
To find an approximate selling price, I will multiply the cost by 2. The actual selling price should be a whole dollar
amount or a multiple of $0.25, so that the workers don’t have to make lots of change. I rounded prices up to at least
the nearest $0.50, $0.75, or $1. That way I know the actual selling price is between 2 and 3 times the cost.
Item Cost for 1 Approximate selling price Actual selling price
Apples $  8.90 4 20 5 $0.45 $0.45 3 2 5 $0.90 $1.00
String cheese $  6.49 4 24 5 $0.27 $0.27 3 2 5 $0.54 $0.75
PB crackers $  6.75 4 30 5 $0.23 $0.23 3 2 5 $0.46 $0.50
Granola bars $10.89 4 18 5 $0.61 $0.61 3 2 5 $1.22 $1.50
Pizza $ 6.75 4   8 5 $0.84 $0.84 3 2 5 $1.68 $2.00
Juice boxes $ 2.99 4   8 5 $0.37 $0.37 3 2 5 $0.74 $1.00
Water $ 5.99 4 24 5 $0.25 $0.25 3 2 5 $0.50 $0.75

All the prices are about 2 or 3 times the cost. Here is the list: apple $1.00, string cheese $0.75, peanut butter crackers
$0.50, granola bar $1.50, cheese pizza slice $2.00, juice box $1.00, bottled water $0.75.

REFLECT ON MATHEMATICAL PRACTICES

1. Students’ descriptions should account for overestimating and/or underestimating due to rounding. (SMP 6)
2. Students’ pricing should focus on whole dollars and larger denomination coins (quarters or dimes, but not both).
Explanations should address the ease of making change. (SMP 7)

SCORING RUBRIC
4 points T
 he student shows all work and organizes it in a table. Unit costs are calculated correctly, and selling
prices are between 2 and 3 times the cost. The student explains all reasoning and use of estimation.
3 points The student has completed all parts of the problem, with one or two errors. Possible errors might include
incorrect calculations or rounding, not listing one item, or not fully explaining reasoning.
2 points The student has attempted all parts of the problem, with a number of errors. Calculations of some unit
costs or selling prices may be incomplete or incorrect. Explanations may be unclear or incorrect.
1 point Much of the problem is incomplete, with several errors. Calculations of unit costs and selling prices are
incorrect and unreasonable. The explanation and list are incomplete, incorrect, or missing.

SOLUTION TO THE EXTENSION

Possible Solution
Multiply the selling price by the number of items in a package, then subtract the cost of the package to find the amount
made per package. Apples: $1.00 3 20 5 $20 made, $20.00 2 $8.90 5 $11.10 made per package. String cheese:
$0.75 3 24 5 $18 made, $18.00 2 $6.49 5 $11.51 made per package. Peanut butter crackers: $0.50 3 30 5 $15 made,
$15.00 2 $6.75 5 $8.25 made per package. Granola bars: $1.50 3 18 5 $27 made, $27.00 2 $10.89 5 $16.11 made
per package. Pizza: $2.00 3 8 5 $16 made, $16.00 2 $6.75 5 $9.25 made per pizza. Juice boxes: $1.00 3 8 5 $8 made,
$8.00 2 $2.99 5 $5.01 made per package. Water: $0.75 3 24 5 $18 made, $18.00 2 $5.99 5 $12.01 made per package.

72 Practice and Problem Solving Unit 2 Performance Task

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