Unit 3 Game Name:

Twenty-Four
What you need: Recording Sheet, Number and
Variable Cards

Directions
Name: Olive
• evaluate
Your goal is to write an expression and
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
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

use any operation, as well as parentheses and

exponents.

•
4
Write an equivalent expression.
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
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 permit
ted.

expression equals 24. After 5 rounds, the player

with the most points wins.

©Curriculum Associates, LLC  Copying is not permitted. Unit 3 Game 253

 Name:

Twenty-Four Recording Sheet

Equivalent Evaluated
Round Expression Points
Expression Expression

Total Points:

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

 Name:

Number and Variable Cards

1 1 1 2 2

2 3 3 3 4

4 4 6 6 6

8 8 8 x x

x x y y y

©Curriculum Associates, LLC  Copying is not permitted. Unit 3 Game 255

 Unit 3 Practice Name:

Expressions and Equations

In this unit you learned to: Lesson

evaluate numerical expressions that contain exponents, for example:
16
24 1 6 5 22.

interpret and evaluate algebraic expressions, for example:

17, 18
2(x 1 7) means twice the sum of a number and 7.

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

··
2

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

use equations and inequalities to solve word problems. 20, 21

write equations to show the relationship between dependent and

22
independent variables.

Use these skills to solve problems 1–8.

1 Which inequality is true? 2 Which equation has a solution of

n 5 4?
A 42 . 24
A 6 1 n 5 24 C 12 2 n 5 16
B (5 1 2)2 . 52 1 22
B 5n 5 54 D 7n 5 28
C 42 . 33
D 1 1 23 , 32 2 1

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

many baseball cards as Dwight. Let x
represent the number of cards that
Dwight has.
Part A: Write an expression for the
number of baseball cards Bryce has.
Part B: How many baseball cards does
Bryce have if Dwight has 25 cards?
22 feet. Let n represent the length of
one side of the square.
Part A: Write an inequality that
represents the situation.
Part B: Of the lengths 2.5 ft, 4.8 ft,
5.2 ft, 5.8 ft, 6 ft, which could be the side
length of the square? Write all that apply.

©Curriculum Associates, LLC  Copying is not permitted. Unit 3 Practice 257

 Solve.

5 The equation c 5 45h 1 80 represents 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
rectangle, in inches? Select all that
Part A: Identify the dependent and apply.
independent variables.
A 2(5w 2 2) 1 2w

B w 1 w 1 5w 1 5w 2 2

C 2(6w 2 2)
Part B: Write three ordered pairs that D 12w 2 4
satisfy the equation.

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?
Show your work.

Solution:

8 Solve the equation for x.

ax 1 bx 5 14
Show your work.

Solution:

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

 Unit 3 Performance Task Name:

Answer the questions and show all your work on

separate paper. Checklist
Jayne is planning a hike with her friends. She asks each Did you . . .
friend for her comfortable hiking pace. Their answers all select an
fall between 2.5 and 3 miles per hour. appropriate
pace?
Jayne wants to hike one trail in the morning. When the
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
afternoon. All trails can be accessed from the same picnic units?
area. Here is information about the trails. write a detailed
plan that
Trail A − 8.5 miles includes all the
Trail B − 9.2 miles times that the
Trail C − 9.4 miles problem asks
for?
Trail D − 7.8 miles

Here is what you need to do.

• Pick two trails to hike.
• 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
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
hike and take a lunch break in between.

Reflect on Mathematical Practices

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

to use? Explain your reasoning.

©Curriculum Associates, LLC  Copying is not permitted. Unit 3  Performance Task 259
 Performance Task Tips
Word Bank  Here are some words that you might use in
your answer.

miles independent variable equation

hours dependent variable solution

time

Model  Here is a model that you might use to find the

solution.
y
Distance (miles)

x
Time (hours)

Sentence Starters  Here are some sentence starters that

might help you explain your work.

The girls can start the first hike

The first hike will take about

To find the time for a hike

260 Unit 3  Performance Task ©Curriculum Associates, LLC  Copying is not permitted.
 Unit 3 Vocabulary Name:

My Examples
exponent
the number in a power that shows how
many times the base is used as a factor.
In the expression 102, the exponent is 2
and the base is 10.

parentheses
the symbols ( ) that can be used to group
numbers and operations in an expression.
  24 2 (3 3 5)
  (5 1 7) 3 3

variable
a letter that stands for an unknown
number.

constant
a term that is a known number without
variables.

©Curriculum Associates, LLC  Copying is not permitted. Unit 3 Vocabulary 261

 My Examples
coefficient
a factor of a variable term that is a known
number; the coefficient of the term 4x is 4.

evaluate
to find the value of an algebraic
expression.

like terms
two or more terms in a variable
expression that have the same variable
factor; the like terms in the expression
4x 1 3x 1 3 are 4x and 3x.

equation
a statement showing that two expressions
are equivalent.

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

 My Examples
inverse operations
operations that “undo” each other.

1 and 2 are inverse operations.

3 and 4 are inverse operations.

inequality
a statement that contains the symbol ,,
., #, or $.; for any inequality, there are
many possible solutions.
These are inequalities.
x,5
x . 22
x # 15
x$0

corresponding terms
the numbers that are in the same position
in two or more related patterns.

Pattern 1: 0, 2, 4, 6
Pattern 2: 0, 4, 8, 12
The numbers 2 and 4 are corresponding
terms.

ordered pairs
a pair of numbers that locate a point on
the coordinate plane.

©Curriculum Associates, LLC  Copying is not permitted. Unit 3 Vocabulary 263

 My Examples
My Words

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