Zearn Math for Tennessee--Teacher Edition Mission Answer Key, G6 : simplebooklet.com

G6M1 Mid Mission Standards Mid Mission Assessment Standards Addressed in Topics A D Tennessee Standard Problem Number Apply and extend previous understandings of arithmetic to algebraic expressions 6 EE A 2 Write read and evaluate expressions in which variables stand for numbers a Write expressions that record operations with numbers and with variables For example express the calculation Subtract y from 5 as 5 y c Evaluate expressions at specific values of their variables Include expressions that arise from formulas used in real world problems Perform arithmetic operations including those involving whole number exponents in the conventional order when there are no parentheses to specify a particular order Order of Operations 3 5 6 7 Solve real world and mathematical problems involving area surface area and volume 6 G A 1 Find the area of right triangles other triangles special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes know and apply these techniques in the context of solving real world and mathematical problems 1 2 3 4 5 6 7 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license ZEARN MATH FOR TENNESSEE Teacher Edition 5

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Mid Mission Rubric G6M1 Mid Mission Assessment A Progression Towards Understanding A Progression Towards Understanding is provided to describe steps that illuminate the gradually increasing learnings that students develop on their way to full understanding In this chart this progress is presented from left to right The learning goal for students is to achieve full understanding as described on the right A student s score is the sum of points earned on all problems out of 100 possible points If a response doesn t fall on the rubric or there is a lack of response the score for that problem is zero points INITIATING UNDERSTANDING Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem Problem 1 6 G A 1 2a 6 G A 1 DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem NEARING UNDERSTANDING A correct answer with some evidence of reasoning or application of mathematics to solve the problem OR an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the area of the shaded region but produces work that serves as evidence that she is initiating understanding of how to use rectangles to find the area of a polygon The student is unable to correctly determine the area of the shaded region but produces work that serves as evidence that she is developing understanding of how to use rectangles to find the area of a polygon For example the student finds the area of the 8 by 9 rectangle that encompasses the shaded region For example the student divides the shaded region into multiple overlapping rectangles and neglects to subtract any portion that was duplicated in the calculation 5 points The student is unable to correctly determine the area of the parallelogram but produces work that serves as evidence that she is initiating understanding of how to use triangles and or rectangles to find the area of a special quadrilateral For example the student counts the full width of the figure to be 9 units and calculates the area to be 45 square units 5 points FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to find the area of the shaded region but makes a simple calculation error leading to an answer other than 58 square units The student provides the correct answer of 58 square units and provides sufficient work to support her answer 6 points 7 points 8 points The student is unable to correctly determine the area of the parallelogram but produces work that serves as evidence that she is developing understanding of how to use triangles and or rectangles to find the area of a special quadrilateral The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to find the area of the parallelogram but makes a simple calculation error leading to an answer other than 40 square units The student provides the correct answer of 40 square units and provides sufficient work to support her answer 7 points 8 points For example the student only finds the area of the 7 by 5 rectangle inside of the parallelogram 6 points 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license 6 ZEARN MATH FOR TENNESSEE Teacher Edition

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G6M1 Problem 2b 6 G A 1 Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the area of the parallelogram but produces work that serves as evidence that she is initiating understanding of how to use triangles and or rectangles to find the area of a special quadrilateral The student is unable to correctly determine the area of the parallelogram but produces work that serves as evidence that she is developing understanding of how to use triangles and or rectangles to find the area of a special quadrilateral For example the student counts the full height of the figure to be 8 units and calculates the area to be 64 square units 2b 6 G A 1 6 EE A 2a 6 EE A 2c 6 G A 1 FULL UNDERSTANDING The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to find the area of the parallelogram but makes a simple calculation error leading to an answer other than 32 square units The student provides the correct answer of 32 square units and provides sufficient work to support her answer 5 points 6 points 7 points 8 points The student is unable to correctly determine the area of the parallelogram but produces work that serves as evidence that she is initiating understanding of how to use triangles and or rectangles to find the area of a special quadrilateral The student is unable to correctly determine the area of the parallelogram but produces work that serves as evidence that she is developing understanding of how to use triangles and or rectangles to find the area of a special quadrilateral The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to find the area of the parallelogram but makes a simple calculation error leading to an answer other than 32 square units The student provides the correct answer of 32 square units and provides sufficient work to support her answer For example the student counts the full height of the figure to be 8 units and calculates the area to be 64 square units 3a For example the student divides the parallelogram into two identical triangles but only finds the area of a single triangle NEARING UNDERSTANDING For example the student divides the parallelogram into two identical triangles but only finds the area of a single triangle 5 points 6 points 7 points 8 points The student is unable to correctly determine the area of the parallelogram but produces work that serves as evidence that she is initiating understanding of how to use triangles and or rectangles to find the area of a special quadrilateral The student is unable to correctly determine the area of the parallelogram but produces work that serves as evidence that she is developing understanding of how to use triangles and or rectangles to find the area of a special quadrilateral The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to find the area of the parallelogram but makes a simple calculation error leading to an answer other than 80 square centimeters The student provides the correct answer of 80 square centimeters and provides sufficient work to support her answer For example the student sets up the formula A b h but adds 8 5 cm and 8 cm to make a height of 16 5 cm leading to an area of 165 square centimeters 5 points For example the student misidentifies 8 5 cm as the base and finds the area to be 85 square centimeters 6 points For example the student correctly identifies 10 cm as the base and 8 cm as the height but calculates the product to be 88 square centimeters 7 points 8 points 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license ZEARN MATH FOR TENNESSEE Teacher Edition 7

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Mid Mission Rubric Problem 3b 6 G A 1 G6M1 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly identify the slant length as the unusable measure for calculating area but produces evidence that she is initiating understanding of how to use triangles and or rectangles to find the area of a special quadrilateral The student is unable to correctly identify the slant length as the unusable measure for calculating area but produces evidence that she is developing understanding of how to use triangles and or rectangles to find the area of a special quadrilateral NEARING UNDERSTANDING FULL UNDERSTANDING The student correctly identifies the slant length as the unusable measure for calculating area but provides an insufficient and or incomplete explanation to support her answer The student correctly identifies the slant length as the unusable measure for calculating area and provides an appropriate explanation to support her answer For example the student misidentifies the 8 as the unusable measure and explains the 8 5 as representing the length of the base of the parallelogram 4 6 G A 1 5 6 EE A 2a 6 EE A 2c 6 G A 1 3 points 4 points 5 points 6 points The student is unable to correctly determine the area of the triangle but produces work that serves as evidence that she is initiating understanding of how to use triangles and or rectangles to find the area of a triangle The student is unable to correctly determine the area of the triangle but produces work that serves as evidence that she is developing understanding of how to use triangles and or rectangles to find the area of a triangle The student provides the correct answer of 20 square units and provides sufficient work to support her answer For example the student finds the area of the rectangle but instead of taking half of the area for the area of the triangle doubles her answer leading to an answer of 80 square units For example the student finds the area of the rectangle but neglects to take half of that for the area of the triangle The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to find the area of the triangle but makes a simple calculation error leading to an answer other than 20 square units 5points 6 points 7 points 8 points The student is unable to correctly determine the area of the triangle but produces work that serves as evidence that she is initiating understanding of how to use triangles and or rectangles to find the area of a triangle The student is unable to correctly determine the area of the triangle but produces work that serves as evidence that she is developing understanding of how to use triangles and or rectangles to find the area of a triangle The student identifies a correct pair of base and corresponding height uses them to calculate the area of the triangle to be 42 square inches and provides sufficient work to support her answer For example the student identifies a correct pair of base and corresponding height but does not attempt to find the area of the triangle For example the student identifies 17 5 in as the base but thinks the corresponding height is 12 in leading to an answer of 105 square inches The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student identifies a correct pair of base and corresponding height and uses them to calculate the area of the triangle but makes a small calculator error leading to an answer other than 42 square inches 7 points 8 points 9 points 10 points 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license 8 ZEARN MATH FOR TENNESSEE Teacher Edition

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G6M1 Problem 6 6 EE A 2a 6 EE A 2c 6 G A 1 7a 6 EE A 2a 6 EE A 2c 6 G A 1 Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the area of the shaded region but produces work that serves as evidence that she is initiating understanding of how to use triangles and or rectangles to find the area of a polygon The student is unable to correctly determine the area of the shaded region but produces work that serves as evidence that she is developing understanding of how to use triangles and or rectangles to find the area of a polygon For example the student finds the area of the 16 by 8 rectangle that encompasses the shaded region For example the student tries to divide the shaded region into two 16 by 8 triangles and calculates the total area based on her decomposition of the figure NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to find the area of the shaded region but makes a simple calculation error leading to an answer other than 88 square units The student provides the correct answer of 88 square units and provides sufficient work to support her answer For example the student divides the shaded region into a 6 by 8 rectangle and 4 triangles but makes an arithmetic mistake during one of her calculations 9 points 10 points 11 points 12 points The student is unable to correctly determine the number of square inches of fabric needed for 5 total flags but produces work that serves as evidence that she is initiating understanding of how to solve real world problems involving area The student is unable to correctly determine the number of square inches of fabric needed for 5 total flags but produces work that serves as evidence that she is developing understanding of how to solve real world problems involving area The student provides the correct answer of 720 square inches and shows sufficient work to support her answer For example the student understands the problem is calling for area but mistakenly multiplies 12 in by 24 in leading to an answer of 288 square inches For example the student only finds the area of a single pennant flag and does not take into account the total number of flags The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to solve real world problems involving area but makes a simple calculation error leading to an answer other than 720 square inches 10 points 12 points For example the student makes an error when calculating the area of the triangle and finds half of both measures before multiplying leading to an area of 360 square inches 14 points 16 points 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license ZEARN MATH FOR TENNESSEE Teacher Edition 9

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Mid Mission Rubric Problem 7b 6 EE A 2a 6 EE A 2c 6 G A 1 G6M1 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer of 264 square inches and shows sufficient work to support her answer 16 points The student is unable to correctly determine the fabric needed to make a single flag but produces work that serves as evidence that she is initiating understanding of how to solve real world problems involving area The student is unable to correctly determine the fabric needed to make a single flag but produces work that serves as evidence that she is developing understanding of how to solve real world problems involving area For example the student understands the problem is calling for an area but multiplies 34 in by 12 in leading to an answer of 408 square inches For example the student mistakenly uses 34 inches as the base measure of the triangle The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to solve real world problems involving area but makes a simple calculation error leading to an answer other than 264 square inches 10 points 12 points 14 points Total Score the sum of points earned out of 100 possible points 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license 10 ZEARN MATH FOR TENNESSEE Teacher Edition

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G6M1 Mid Mission Answer Key b A b h 8 units 4 units 32 sq units 4 8 3 Use the image below to answer the questions 10 cm a Find the area of the parallelogram Explain or show your reason A b h 8 5 cm 8 cm A 10 cm 8 cm 80 cm2 b Was there a length measurement you did not use If so explain why it wasn t used Yes I did not need the slanted length 8 5 cm because it doesn t tell me how tall the parallelogram is 4 Find the area of the triangle Explain or show your reasoning The area of the triangle is half the area of the rectangle 8 5 A 1 2 8 5 1 2 40 20 sq units 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license ZEARN MATH FOR TENNESSEE Teacher Edition 13

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G6M1 Mid Mission Answer Key 7 LaWanda makes pennant flags like the one shown below 24 in 12 in a How much fabric will LaWanda need to make 5 total flags Show your work A 1 2 bh A 1 2 12 in 24 in 5 100 in2 5 40 in2 5 4 in2 A 1 2 24 in 12 in 500 in2 200 in2 20 in2 5 144 in2 5 100 in2 40 in2 4 in2 A 12 in 12 in 720 in2 Each flag requires 144 in2 of fabric so LaWanda will need a total of 720 in2 of fabric to make 5 flags A 144 in2 b LaWanda alters the design of her pennant flag as shown below How much fabric will she need to make a single flag of her new design Show your work 24 in 12 in 10 in A b h A 1 2 bh 120 in2 144 in2 264 in2 A 10 in 12 in A 1 2 12 in 24 in A 120 in2 A 6 in 24 in LaWanda needs 264 in2 of fabric to make each flag A 144 in2 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license ZEARN MATH FOR TENNESSEE Teacher Edition 15

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End of Mission Standards G6M1 End of Mission Assessment Standards Addressed in Topics E G Problem Number Tennessee Standard Apply and extend previous understandings of arithmetic to algebraic expressions 6 EE A 1 Write and evaluate numerical expressions involving whole number exponents 5 6 6 EE A 2 Write read and evaluate expressions in which variables stand for numbers 5 6 Solve real world and mathematical problems involving area surface area and volume 6 G A 1 Find the area of right triangles other triangles special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes know and apply these techniques in the context of solving real world and mathematical problems 6 G A 2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths and show that the volume is the same as would be found by multiplying the edge lengths of the prism Apply the formulas V lwh and V Bh where B is the area of the base to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real world and mathematical problems 6 G A 4 Represent three dimensional figures using nets made up of rectangles and triangles and use the nets to find the surface area of these figures Apply these techniques in the context of solving real world and mathematical problems 3 4 6 1 2 3 4 7 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license 20 ZEARN MATH FOR TENNESSEE Teacher Edition

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G6M1 End of Mission Rubric End of Mission Assessment A Progression Towards Understanding A Progression Towards Understanding is provided to describe steps that illuminate the gradually increasing learnings that students develop on their way to full understanding In this chart this progress is presented from left to right The learning goal for students is to achieve full understanding as described on the right A student s score is the sum of points earned on all problems out of 100 possible points If a response doesn t fall on the rubric or there is a lack of response the score for that problem is zero points INITIATING UNDERSTANDING Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem Problem 1a 6 G A 4 1b 6 G A 4 DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING A correct answer with some evidence of reasoning or application of mathematics to solve the problem OR an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to find the surface area of the rectangular prism but makes a simple calculation error leading to an answer other than 64 square units The student provides the correct answer of 64 square units and provides sufficient work to support her answer The student is unable to correctly determine the surface area of the rectangular prism but produces work that serves as evidence that she is initiating understanding of surface area The student is unable to correctly determine the surface area of the rectangular prism but produces work that serves as evidence that she is developing understanding of surface area For example the student only finds the area of the visible faces for a total surface area of 32 square units For example the student makes multiple arithmetic errors when calculating the surface area leading to an answer other than 64 square units 8 points 9 points 10 points 11 points The student is unable to correctly determine the surface area of the rectangular prism but produces work that serves as evidence that she is initiating understanding of surface area The student is unable to correctly determine the surface area of the rectangular prism but produces work that serves as evidence that she is developing understanding of surface area The student provides the correct answer of 92 square units and provides sufficient work to support her answer For example the student only finds the area of the visible faces for a total surface area of 46 square units For example the student makes multiple arithmetic errors when calculating the surface area leading to an answer other than 92 square units The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to find the surface area of the rectangular prism but makes a simple calculation error leading to an answer other than 92 square units 8 points 9 points 10 points 11 points 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license ZEARN MATH FOR TENNESSEE Teacher Edition 21

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End of Mission Rubric Problem 2 6 G A 4 3 6 G A 1 6 G A 4 4a 6 G A 4 G6M1 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to use a net to find the surface area of the rectangular prism but makes a simple calculation error leading to an answer other than 144 square units The student provides the correct answer of 144 square units and provides sufficient work to support her answer The student is unable to correctly determine the surface area of the rectangular prism but produces work that serves as evidence that she is initiating understanding of how to use a net to find the surface area of the rectangular prism The student is unable to correctly determine the surface area of the rectangular prism but produces work that serves as evidence that she is developing understanding of how to use a net to find the surface area of the rectangular prism For example the student only finds the area of two large overlapping rectangles not realizing the area of the 8 by 4 rectangle is included in both For example the student makes multiple arithmetic errors when calculating the surface area leading to an answer other than 144 square units 8 points 9 points 10 points 11 points The student is unable to correctly determine the surface area of the triangular prism but produces work that serves as evidence that she is initiating understanding of how to use a net to find the surface area of the triangular prism The student is unable to correctly determine the surface area of the triangular prism but produces work that serves as evidence that she is developing understanding of how to use a net to find the surface area of the triangular prism The student provides the correct answer of 60 square centimeters and provides sufficient work to support her answer For example the student finds the area of both triangles and all three rectangles but neglects to add them together For example the student makes multiple arithmetic errors when calculating the surface area leading to an answer other than 60 square centimeters The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to use a net to find the surface area of the rectangular prism but makes a simple calculation error leading to an answer other than 60 square centimeters 8 points 9 points 10 points 11 points The student correctly labels 3 or fewer edge lengths The student correctly labels 4 9 edge lengths The student correctly labels 10 13 edge lengths The student correctly labels all 14 edge lengths 2 points 3 points 4 points 5 points 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license 22 ZEARN MATH FOR TENNESSEE Teacher Edition

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G6M1 Problem 4b 6 G A 1 6 G A 4 5 6 EE A 1 6 EE A 2 End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to use a net to find the surface area of the triangular prism but makes a simple calculation error leading to an answer other than 360 square inches The student provides the correct answer of 360 square inches and provides sufficient work to support her answer The student is unable to correctly determine the surface area of the triangular prism but produces work that serves as evidence that she is initiating understanding of how to use a net to find the surface area of the triangular prism The student is unable to correctly determine the surface area of the triangular prism but produces work that serves as evidence that she is developing understanding of how to use a net to find the surface area of the triangular prism For example the student only finds the area of the rectangular pieces of the prims excluding the 2 triangular faces For example the student makes multiple arithmetic errors when calculating the surface area leading to an answer other than 360 square inches 8 points 9 points 10 points 11 points The student provides an accurate drawing that demonstrates understanding of the problem but does not create an expression for the area and does not calculate the area of the square The student accurately represents the area of the square using an exponent but does not evaluate the expression to determine the area of the square The student provides an accurate drawing that demonstrates understanding of the problem The student calculates the area of the square to be 36 square inches and provides an accurate drawing to support her work but either neglects to or makes an error when representing the area of the square with an exponent OR The student accurately represents the area of the square using an exponent and provides an accurate drawing to support her work but makes an arithmetic error when evaluating the area of the square leading to an area other than 36 square inches The student accurately represents the area of the square as either s2 or 62 with or without units evaluates the area to be 36 square inches and provides an accurate drawing to support her work 8 points 9 points 10 points For example the student draws a square and labels one of the side lengths as 6 with or without units 7 points 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license ZEARN MATH FOR TENNESSEE Teacher Edition 23

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End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student provides an accurate drawing that demonstrates understanding of the problem but does not create an expression for the volume and does not calculate the volume of the cube The student accurately represents the volume of the cube using an exponent but does not evaluate the expression to determine the volume of the cube The student provides an accurate drawing that demonstrates understanding of the problem The student calculates the volume of the cube to be 729 cubic inches and provides an accurate drawing to support her work but either neglects to or makes an error when representing the volume of the cube with an exponent OR The student accurately represents the volume of the cube using an exponent and provides an accurate drawing to support her work but makes an arithmetic error when evaluating the volume of the cube leading to an area other than 729 cubic inches The student accurately represents the volume of the cube as either s3 or 93 with or without units evaluates the volume to be 729 cubic inches and provides an accurate drawing to support her work 7 points 8 points 9 points 10 points N A The student labels 1 out of 3 dimensions correctly The student labels 2 out of 3 dimensions correctly The student labels all three dimensions correctly 2 points 3 points 4 points The student is unable to correctly determine whether or not Lutz has enough paint but produces work that serves as evidence that she is initiating understanding of how to solve real world problems involving surface area The student is unable to correctly determine whether or not Lutz has enough paint but produces work that serves as evidence that she is developing understanding of how to solve real world problems involving surface area The student determines that Lutz does not have enough paint and shows sufficient work to support her answer For example the student understands to solve the problem she must find the surface area of the toy chest but only finds the surface area of the two sides shown in the picture leading her to think there is enough paint For example the student understands to solve the problem she must find the surface area of the toy chest but neglects to include the top and or bottom of the chest in her calculations leading her to think there is enough paint The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding that to solve the problem she must find the surface area of the toy chest but makes a simple calculation error leading to an answer less than 50 square feet and making her believe that Lutz has enough paint 10 points 12 points 14 points 16 points Problem 6 6 EE A 1 6 EE A 2 6 G A 2 G6M1 For example the student draws a square and labels one of the side lengths as 6 with or without units 7a 6 G A 4 7b 6 G A 4 NEARING UNDERSTANDING FULL UNDERSTANDING Total Score the sum of points earned out of 100 possible points 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license 24 ZEARN MATH FOR TENNESSEE Teacher Edition

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G6M1 End of Mission Answer Key 3 Find the surface area of this polyhedron Show your reasoning SA 20 cm2 16 cm2 12 cm2 6 cm2 6 cm2 5 cm 6 cm 5 cm 4 cm 2 3 cm 4 cm 20 cm 16 cm 5 cm 4 cm 2 36 cm2 18 cm2 6 cm2 3 cm 12 cm 2 6 cm2 5 cm 2 42 cm2 18 cm2 4 cm 60 cm2 3 cm 3 cm 4 Below there is an image of a polyhedra and its net Use the images below to answer the questions a Label the edge lengths in the net b Calculate the surface area Show your work SA 13 in 12 in 1 2 5 in 12 in 21 5 in 12 in 5 in 10 in 12 in 10 in 13 in 10 in 5 in 12 in 50 in2 120 in2 130 in2 60 in2 300 in2 10 in 5 in 5 in 360 in2 5 in 13 in 12 in 10 in 10 in 5 in 5 in 13 in 10 in 12 in 10 in 13 in 13 in 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license ZEARN MATH FOR TENNESSEE Teacher Edition 27

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G6M1 End of Mission Answer Key 7 Lutz is making a toy chest for his grandson The chest is 4 feet wide 2 12 feet deep and 2 12 feet tall Lutz plans to paint the outside of the chest blue using a pint of blue paint A pint of paint should cover 50 sq feet a Label the edge lengths of the toy chest 2 21 ft 2 21 ft 4 ft b Does Lutz have enough paint Show your work or explain your answer 1 1 1 1 SA 2 4 ft 2 2 ft 2 4 ft 2 2 ft 2 2 2 ft 2 2 ft 1 4 ft 5 ft 4 ft 5 ft 5 ft 2 2 ft 20 ft2 20 ft2 5 ft 2 ft 5 ft 21 ft 40 ft2 10 ft2 2 21 ft2 52 21 ft2 No Lutz does not have enough paint A pint will only cover 5o sq ft 1 and he needs to paint 52 2 sq ft2 The only way he could do it is if he didn t paint the bottom of the chest 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use This work is a derivative of Open Up Resources 6 8 Math curriculum which is available to download for free at openupresources org and used under the CC BY 4 0 license ZEARN MATH FOR TENNESSEE Teacher Edition 29

Zearn Math for Tennessee--Teacher Edition Mission Answer Key, G6

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