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Rebecca Lash

Content Competency
MTH 221-05

Operations and Algebraic Thinking


Write and Interpret numerical expressions
Task: Hogwarts House Cup
Name ____________________________ Date __________________________
Hogwarts House Cup: Year 1
As explained in Harry Potter and the Sorcerers Stone, "The four houses are called Gryffindor,
Hufflepuff, Ravenclaw, and Slytherin. Each house has its own noble history and each has
produced outstanding witches and wizards. While you are at Hogwarts, your triumphs will earn
your house points. At the end of the year, the house with the most points is awarded the House
Cup, a great honor. I hope each of you will be a credit to whichever house becomes yours."
1. A house at Hogwarts is given 10 points when a student knows the answer to an important
question in class. Write an expression if Gryffindor earned 20 points for answering important
questions during one week.
________________________________________________________________________
2. A house at Hogwarts is given 5 points when students show they have learned a magic spell.
Write an expression if Hogwarts earned 15 points formagic spells during one week.
________________________________________________________________________
3. At the end of one week, Harry wants to know how many points Gryffindor has earned. He sees
they have earned 40 points for answering questions correctly. Write an equation that represents
the number of points the Gryffindor students earned for answering questions correctly.
________________________________________________________________________
4. Professor McGonagall kept track of the number of points Gryffindor students received for
correct answers and knowing magic spells one week. She wrote these equations on the board to
show the total points:
(10 x 2) + (7 x 5) =
10 * 2 + 7 * 5 =
10(2) + 7(5) =
10 2 + 7 5 =
How are these equations the same? How are they different?
______________________________________________________________________________
______________________________________________________________________________
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Rebecca Lash
Content Competency
MTH 221-05

______________________________________________________________________________
Will the answer for these equations be the same of different? How do you know?
______________________________________________________________________________
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______________________________________________________________________________
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6. Professor McGonagall wrote an equation to show the total number of points Gryffindor earned
during one week.
(10 X 3) + (5 X 4) =
If students earned 10 points for answering difficult questions correctly and 5 points for using a
magic spell correctly, use words to explain the equation above.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Standards:
1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions
with these symbols. [5.OA.A.1]
2. Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them. [5.OA.A.2]

Key: There was no answer key provided so I made my own.


1.
2.
3.
4.

10P 2 = 20P
5P 3 = 15P
10P 4 = 40P
A. These equations are the same because they are asking the same question and all of the
equations will have the same final answer. They are different because they all use
different symbols and include parentheses.
B. The answers will be the same as long as you follow the order of operations. I know
this because multiplication always comes before addition, even if there are no
parentheses.

6. Three Gryffindor students answered difficult questions correctly, and four Gryffindor students
performed use of a magic spell correctly. This gave Gryffindor 50 points for that week.

Rebecca Lash
Content Competency
MTH 221-05

AND: Anticipating student errors.


Within question 4 students may not remember to follow the order of operations when solving the
equations to answer the questions that are related.
(10x2) + (7x5)= (20) + (35) = 55
10*2+7*5= 135
10(2)+7(5)= 20+35= 55
102+75= 135
Their answers following the equations would also be different if they made the mistakes show
above.
A. These equations are different because they have different answers because of the symbols
they use. These equations are the same because they use the same numbers in the same
order.
B. The answers to the equations will be different because you do the math in a different
order.
Analyze patterns and relationships
Task: Whats the Better Buy?
A new amusement park has just opened in your town and you want to make sure you get as many
rides as possible for your money. The park has two cost plans for visitors. Each plan includes a
fee for admission and an additional charge for each ride. Its up to you to decide which plan
works best for you. Check out Plan A and Plan B in the boxes beside the graph.

Rebecca Lash
Content Competency
MTH 221-05

Complete the table for each plan to generate ordered pairs and create a graph to represent your
results. Be sure to add numbers to the x and y axis before plotting your points. Highlight each
plan with a different color. Review your results and create an argument for which plan you feel is
the better buy.

Rebecca Lash
Content Competency
MTH 221-05

Which plan is the better buy? Justify your reasoning. ___________________________________


______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Standards: Generate two numerical patterns using two given rules. Identify apparent
relationships between corresponding terms. Form ordered pairs consisting of corresponding
terms from the two patterns, and graph the ordered pairs on a coordinate plane. [5.OA.B.3]
Key: There was no key provided to I made my own

Rebecca Lash
Content Competency
MTH 221-05

Which plan is the better buy? Justify your reasoning.


If you ride more than four rides, plan A is the better option. If you want to ride less than
four rides, plan B is the better buy.
AND: Rubric

Rebecca Lash
Content Competency
MTH 221-05

Points
15
4
5
5
1

Portion Being Assessed


Total points
Correctly filling out graph
Correctly filling out table
Completely answering question and full justification
Name on work
Your Total
Expressions and Equations

Apply and extend previous understandings of arithmetic to algebraic expressions


Task: Sweet Tooth Chocolate Shop
Description of the Task
As co-owner and shop keeper of Sweet Tooth Chocolates, a small candy company, you are
responsible for keeping clear, accurate records of inventory and sales in the candy shop and
sharing the information with your business partner, who runs the candy making end of things.
Your chocolates are sold in boxes as well as individually. Opening inventory, sales, new stock,
and closing inventory information is recorded algebraically on a weekly activity sheet. Because
your operation is so small, only one type of chocolate candy is sold at a time. For instance, if
there are 6 boxes and 27 individual pieces of chocolate in the story when it opens, you would
write 6b+27 in the opening inventory column. If someone buys two and a half boxes of candy
and another person buys a box and two pieces of chocolate, you would record it as 2.5b + (b +
2), or simplified as 3.5b + 2.
You hired Rita and Rex, your niece and nephew, to run the candy shop every Monday while you
were taking a chocolate making class during the month of September. Though you explained the
system for recording inventor, sales, and new stock to the pair, they did not follow your
directions and did not keep complete records of the stores activity for the four Mondays you
were gone.
Your task is to translate Rita and Rexs written information into the language of algebra,
determine the missing information, then complete an inventory report for the days you were
gone. You also decide to write a set of directions explaining your record-keeping system so that
whoever works for you in the future can keep track of things properly.
Steps for completing the task
Using the information recorded on Rita and Rexs Chocolate Shop Log A, translate their entries
from written words to algebraic expressions and record these on Chocolate Shop Log B. If an
expression can be rewritten, do so below your original one. Show your work in the space
provided.

Rebecca Lash
Content Competency
MTH 221-05

Where entries are missing on Rita and Rexs sheet, determine the missing information (boxes
and pieces bought, sold, or remaining at the end of the day), and record as a simplified algebraic
expression on you log. Show your work in the space provided. On some days both the sales
and new stock data are missing. In these cases, determine reasonable quantities for both
that will result in the recorded inventory at the end of the day and express these sales and
new stock quantities algebraically on your log.
Write a set of directions explaining the proper way to record opening inventories, daily sales, and
new stock information as well as how to determine the closing inventory algebraically. These
directions should include examples and be clear and organized so that anyone you hire to run the
shop in the future can understand the system.
Submit your work to your business partern (your teacher).
Specific Grading Criteria:
Translate written inventory, sales, and new stock information into algebraic expressions.
Simplify algebraic expressions.
Add and subtract algebraic expressions to determine missing entries.
Explain how to write and simplify algebraic expressions to represent candy quantities (sales and
new stock), and how to add and subtract these expressions to determine ending inventories. \

Rebecca Lash
Content Competency
MTH 221-05

Rebecca Lash
Content Competency
MTH 221-05

Standards: Write, read, and evaluate expressions in which letters stand for numbers. [6.EE.A.2]

Rebecca Lash
Content Competency
MTH 221-05

Write expressions that record operations with numbers and with letters standing for numbers.
For example, express the calculation Subtract y from 5 as 5 y. [6.EE.A.2.A]
Key: A key was provided. I checked to see that it was correct.

AND: Add alternative solutions.


September 17:
Sales Total
7.25b + 12

New Stock
5b + 4
Reason about and solve one-variable equations and inequalities

Task: Set It Up
Part 1. Marcus has 6 pet rabbits. He keeps them in two cages that are connected so they can go
back and forth between the cages. One cage is orange and the other cage is blue.

Rebecca Lash
Content Competency
MTH 221-05

1. Show all the ways that 6 rabbits can be in 2 cages.

2. Write an equation that represents the rabbits.

3. Write a different equation that represents the rabbits.

4. Write a different equation that represents the rabbits.

Part 2: Find the weight of the pair of shoes and pair of socks.

5. Write an equation that represents the above balance scale.

6. What does 13.9 represent in the equation?

7. What do you notice about the shoes if the pair of socks weighs 0.8 ounces? How can you
find the weight of the pair of shoes if the pair of socks weighs 0.8 ounces?
8. How can you find the weight of the pair of socks if the pair of shoes weighs 13.1 ounces?
9.

Rebecca Lash
Content Competency
MTH 221-05

a. Select a variable to represent the athletic shoes (tennis shoes).

b. Select a variable to represent the athletic shoes.

c. Write an equation that represents the above equations using variables instead of
pictures.

d. Write an equation in terms of athletic shoes.

e. Write an equations in terms of socks.

Standards: Understand solving an equation or inequality as a process of answering a question:


which values from a specified set, if any, make the equation or inequality true? Use substitution
to determine whether a given number in a specified set makes an equation or inequality true.
[6.EE.B.5]
Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number, or,
depending on the purpose at hand, any number in a specified set. [6.EE.B.6]
Solve real-world and mathematical problems by writing and solving equations of the form x + p
= q and px = q for cases in which p, q and x are all nonnegative rational numbers. [6.EE.B.7]
Key: A key was provided. I checked to make sure it was correct. I found an error on the key in
part 2, question 5b. It should state that we will use s for the socks.

Rebecca Lash
Content Competency
MTH 221-05

Rebecca Lash
Content Competency
MTH 221-05

Rebecca Lash
Content Competency
MTH 221-05

AND: Adjust the problem item to address additional standards in the cluster.

Rebecca Lash
Content Competency
MTH 221-05

The only standard in this cluster not addressed is number 8. Write an inequality of the form x > c
or x < c to represent a constraint or condition in a real-world or mathematical problem.
Recognize that inequalities of the form x > c or x < c have infinitely many solutions, represent
solutions of such inequalities on number line diagrams. [6.EE.B.6]
To incorporate part of this standard I would add two more questions. 1. Write at least one
inequality for each color cage about how many rabbits can be in each cage. 2. Write an inequality
representing the weight between the shoes and the socks.
Represent and analyze quantitative relationships between dependent and independent
variables.
Task: Graphing Stories
Introduction: Creating and comparing graphs of two stories.
A girl walks down a set of stairs at a steady pace. When she gets to the bottom, she runs back up
the stairs. Once she gets to the top, she walks around in a circle at a steady pace. Draw a graph
that could represent this story.

A boy walks up a hill at a steady pace. When he gets to the top, he runs down the hill. He then
continues to walk at a steady pace. Draw a graph that could represent this story.

Rebecca Lash
Content Competency
MTH 221-05

Should the shapes of both graphs be similar? Why or Why not?


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Part 2. Matching scenarios to graphs.
Match each story below to a graph on the following page. Be sure to justify your choices with
mathematical evidence.
a. The temperature of a frozen dinner from 30 minutes before it is removed from the freezer
until it is removed from the microwave and placed on the table. (Consider time 0 to be
the moment the dinner is removed from the freezer.
b. The value of a 1970 Volkswagon Beetle from the time it was purchased to the present. (It
was kept in great condition.)
c. The level of water in the bathtub from the time you begin to fill it to the time it is
completely empty after your bath.
d. Profit in terms of the number of items sold.
e. The height of a basketball thrown straight up into the air, from when it is thrown to the
time it hits the ground.
f. The speed of the basketball in the situation in item E.

Rebecca Lash
Content Competency
MTH 221-05

Part 3: Jumping Jack Activity


In groups of 4, you will conduct the following activity. Each student will need to take on one of
the following roles: 1. Jumper, 2. Counter, 3. Timer, and 4. Recorder.

The jumper will do jumping jacks for 2 minutes straight.


The counter will count the number of jumping jacks performed aloud.
The timer will monitor a stopwatch/clock and call out, Time every 10 seconds.
The recorder will keep a written record of the total number of jumping jacks performed at
every 10-second interval.

Before conducting this activity, look at the graphs below. If time is represented on the x-axis, and
the number of jumping jacks performed is shown on the y-axis, make a prediction: which shape
do you think will most likely match your data? Explain your reasoning.

Rebecca Lash
Content Competency
MTH 221-05

Now graph your groups data on the grid below. Connect the dots with a ruler or straight edge.

Rebecca Lash
Content Competency
MTH 221-05

Explain the shape of your graph. Why is it steeper or flatter in certain parts?

How would the shape of your graph change if the sizes of the intervals were changed? Give an
example.

Part 4: Create a secret location graph.


Using the grids below, create a graph that shows the varying number of people who might be
present in the following secret locations at various times throughout the weekday.
1.
2.
3.
4.
5.
6.

The number of people at a grocery store on a weekday.


The number of people at your house on a school day.
The number of people driving in a car on the road on a weekday.
The number of people at McDonalds on a weekday.
The number of people at school on a weekday.
The number of people in a hospital on a weekday.

Rebecca Lash
Content Competency
MTH 221-05

For one of the graphs above, explain the shape you drew. Be sure to relate the shape of the graph
to the context of the scenario.
Standards: Use variable to represent two quantities in a real-world problem that change in
relationship to one another; write an equation to express on quantity, thought of as the dependent
variable, in terms of the other quantity, thought of as the independent variable. Analyze the
relationship between the dependent and independent variables using graphs and tables, and relate
these to the equation. For example, in a problem involving motion at constant speed, list and
graph ordered pairs of distances and times, and write the equation d = 65t to represent the
relationship between distance and time. [6.EE.C.9]
Key: A key was provided with this problem. I checked it to make sure it was correct.

Rebecca Lash
Content Competency
MTH 221-05

Rebecca Lash
Content Competency
MTH 221-05

Rebecca Lash
Content Competency
MTH 221-05

Rebecca Lash
Content Competency
MTH 221-05

Rebecca Lash
Content Competency
MTH 221-05

AND: The task does not cover the entire standard. There is no part asking the students to write
an equation. To cover the entire standard, I would add in the jumping jack activity, to write an
equation that represents the (possibly) linear graph of jumping jacks. If the graph is not exactly
linear, come up with an equation that shows a linear relationship based on what a linear graph
would look like for jumping jacks.

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