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MISSION ASSESSMENTS ANSWER KEY GRADE 6

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 is a registered trademark Printed in the U S A ISBN 979 8 88868 983 7

Table of Contents MISSION 1 Mid Mission Assessment 1 End of Mission Assessment 17 MISSION 2 Mid Mission Assessment 31 End of Mission Assessment 45 MISSION 3 Mid Mission Assessment 59 End of Mission Assessment 77 MISSION 4 Mid Mission Assessment End of Mission Assessment 91 105 MISSION 5 Mid Mission Assessment 115 End of Mission Assessment 133 MISSION 6 Mid Mission Assessment 145 End of Mission Assessment 163 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 Teacher Edition iii

MISSION 7 Mid Mission Assessment 177 End of Mission Assessment 191 MISSION 8 Mid Mission Assessment 205 End of Mission Assessment 219 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 iv ZEARN MATH Teacher Edition

PAGE 1 Name Date GRADE 6 MISSION 1 Mid Mission Assessment 1 Find the area of the shaded region Show your reasoning 2 Find the area of each parallelogram Show your work a 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

PAGE 2 G6M1 MID MISSION ASSESSMENT b 3 Use the image below to answer the questions 10 cm a Find the area of the parallelogram Explain or show your reason 8 5 cm 8 cm b Was there a length measurement you did not use If so explain why it wasn t used 4 Find the area of the triangle Explain or show your reasoning 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

PAGE 3 G6M1 MID MISSION ASSESSMENT 5 Identify a base and corresponding height of the triangle and use them to find the area 7 in n 8i 4 12 in 5 7 in 1 6 Calculate the area of the shaded region Show your work 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

PAGE 4 G6M1 MID MISSION ASSESSMENT 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 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 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

Mid Mission Standards Mid Mission Assessment Standards Addressed in Topics A D Problem Number Standard Apply and extend previous understandings of arithmetic to algebraic expressions 6 EE 2 Write read and evaluate expressions in which letters stand for numbers a 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 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 For example use the formulas V s and A 6 s to find the volume and surface area of a cube with sides of length s 1 2 3 5 6 7 Solve real world and mathematical problems involving area surface area and volume 6 G 1 Find the area of right triangles other triangles special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes 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 Teacher Edition 5

Mid Mission Rubric 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 1 2a 6 G 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 Teacher Edition

G6M1 Problem 2b 6 G 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 1 6 EE 2a 6 EE 2c 6 G 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 Teacher Edition 7

Mid Mission Rubric Problem 3b 6 G 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 1 5 6 EE 2a 6 EE 2c 6 G 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 Teacher Edition

G6M1 Problem 6 6 EE 2a 6 EE 2c 6 G 1 7a 6 EE 2a 6 EE 2c 6 G 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 Teacher Edition 9

Mid Mission Rubric Problem 7b 6 EE 2a 6 EE 2c 6 G 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 Teacher Edition

ZEARN MATH Teacher Edition 11 STUDENT 1 2a 2b 3a 3b G6M1 Mid Mission Assessment Student Score Sheet 4 5 6 7a 7b TOTAL SCORE

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G6M1 Name Mid Mission Answer Key Maddie Date GRADE 6 MISSION 1 Mid Mission Answer Key 1 Find the area of the shaded region Show your reasoning 6 1 8 units 9 units 72 sq units 72 sq units 6 sq units 8 sq units 8 58 sq units 2 4 9 2 Find the area of each parallelogram Show your work a 8 A b h 5 8 units 5 units 40 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 Teacher Edition 13

Mid Mission Answer Key G6M1 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 14 ZEARN MATH Teacher Edition

G6M1 Mid Mission Answer Key 5 Identify a base and corresponding height of the triangle and use them to find the area 7 in 8 4 height 12 in base A 1 2 1 2 7 in 12 in 1 2 12 in 7 in in 5 7 in 1 b h 6 in 7 in 42 in2 6 Calculate the area of the shaded region Show your work Area of rectangle 16 8 16 8 2 8 5 8 8 8 8 2 64 2 5 16 Area of triangles 2 21 5 8 2 5 4 2 20 128 sq units Area of shaded 128 sq units 40 sq units region 88 sq units 40 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 Teacher Edition 15

Mid Mission Answer Key G6M1 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 16 ZEARN MATH Teacher Edition

PAGE 1 Name Date GRADE 6 MISSION 1 End of Mission Assessment 1 Determine the surface area Show your work a b 2 Find the surface area of this polyhedron Show your reasoning 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

PAGE 2 G6M1 END OF MISSION ASSESSMENT 3 Find the surface area of this polyhedron Show your reasoning 5 cm 5 cm 3 cm 4 cm 3 cm 4 cm 4 cm 5 cm 4 cm 5 cm 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 13 in 12 in 10 in 5 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

G6M1 END OF MISSION ASSESSMENT PAGE 3 5 A square has a side length of 6 ft Use an exponent to express its area and evaluate Draw a picture to support your work 6 A cube has an edge length of 9 in Use an exponent to express its volume and evaluate Draw a picture to support your work 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

PAGE 4 G6M1 END OF MISSION ASSESSMENT 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 b Does Lutz have enough paint Show your work or explain your answer 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

End of Mission Standards End of Mission Assessment Standards Addressed in Topics E G Problem Number Standard Apply and extend previous understandings of arithmetic to algebraic expressions 6 EE 1 Write and evaluate numerical expressions involving whole number exponents 5 6 6 EE 2 Write read and evaluate expressions in which letters stand for numbers 5 6 Solve real world and mathematical problems involving area surface area and volume 6 G 1 Find the area of right triangles other triangles special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes apply these techniques in the context of solving real world and mathematical problems 3 4 6 G 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 l w h and V b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real world and mathematical problems 6 6 G 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 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 ZEARN MATH Teacher Edition 21

End of Mission Rubric G6M1 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 4 1b 6 G 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 22 ZEARN MATH Teacher Edition

G6M1 Problem 2 6 G 4 3 6 G 1 6 G 4 4a 6 G 4 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 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 ZEARN MATH Teacher Edition 23

End of Mission Rubric Problem 4b 6 G 1 6 G 4 5 6 EE 1 6 EE 2 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 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 24 ZEARN MATH Teacher Edition

G6M1 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 1 6 EE 2 6 G 2 For example the student draws a square and labels one of the side lengths as 6 with or without units 7a 6 G 4 7b 6 G 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 ZEARN MATH Teacher Edition 25

26 ZEARN MATH Teacher Edition STUDENT 1a 1b 2 3 4a G6M1 End of Mission Assessment Student Score Sheet 4b 5 6 7a 7b TOTAL SCORE

G6M1 End of Mission Answer Key Name Ligon Date GRADE 6 MISSION 1 End of Mission Answer Key 1 Determine the surface area Show your work a 2 16 2 8 2 8 4 4 32 16 16 4 2 b SA 2 4 4 2 4 2 2 2 4 2 4 64 sq units 3 SA 2 2 8 2 2 3 2 3 8 8 2 2 16 2 6 2 24 32 12 48 8 3 92 sq units 7 2 Find the surface area of this polyhedron Show your reasoning SA 2 4 4 16 7 2 16 112 32 112 4 4 4 4 16 144 square units 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use 7 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 Teacher Edition 27

End of Mission Answer Key G6M1 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 28 ZEARN MATH Teacher Edition

G6M1 End of Mission Answer Key 5 A square has a side length of 6 ft Use an exponent to express its area and evaluate Draw a picture to support your work A S2 6 ft 6 ft 2 6 ft 6 ft 6 ft 36 ft2 6 A cube has an edge length of 9 in Use an exponent to express its volume and evaluate Draw a picture to support your work V S3 9 ft 9 ft 3 9 ft 9 ft 9 ft 729 ft 2 9 ft 9 ft 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 Teacher Edition 29

End of Mission Answer Key G6M1 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 30 ZEARN MATH Teacher Edition

PAGE 1 Name Date GRADE 6 MISSION 2 Mid Mission Assessment 1 Use the picture to complete the problems a Complete the table to show how many of each shape there are Squares b The ratio of circles to squares is c For every circles there are Circles squares 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

PAGE 2 G6M2 MID MISSION ASSESSMENT 2 The diagram shows how much red and white paint is needed for a pink paint mixture Red paint cups White paint tablespoon a The ratio of cups of red paint to tablespoons of white paint is b For every cups of red paint there are tablespoons of white paint 3 A store is selling 6 bags of marbles for 18 What is the unit price for bags of marbles Use the double number line diagram to support your answer 0 6 0 18 Bags of marbles Price dollars 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

PAGE 3 G6M2 MID MISSION ASSESSMENT 4 The double number line diagram shows Gabrielle running at a constant speed 0 2 0 19 Distance miles Time minutes a At this rate how far could Gabrielle run in 57 minutes Use the double number line diagram to support your answer b How long did it take Gabrielle to run 1 mile Use the double number line diagram to support your answer c At this rate could Gabrielle run 10 miles in under 90 minutes Explain your reasoning 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

PAGE 4 G6M2 MID MISSION ASSESSMENT 5 Britton and Jen are making strawberry banana smoothies Their recipes are shown below Britton s Recipe Jen s Recipe Who s recipe will have a stronger strawberry flavor Show your work and or explain your reasoning 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

Mid Mission Standards Mid Mission Assessment Standards Addressed in Topics A C Problem Number Standard Understand ratio concepts and use ratio reasoning to solve problems 6 RP 1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities For example The ratio of wings to beaks in the bird house at the zoo was 2 1 because for every 2 wings there was 1 beak For every vote candidate A received candidate C received nearly three votes 1 2 5 6 RP 2 Understand the concept of a unit rate a b associated with a ratio a b with b 0 and use rate language in the context of a ratio relationship For example This recipe has a ratio of 3 cups of flour to 4 cups of sugar so there is 3 4 cup of flour for each cup of sugar We paid 75 for 15 hamburgers which is a rate of 5 per hamburger Note Expectations for unit rates in this grade are limited to non complex fractions 3 4 5 6 RP 3 Use ratio and rate reasoning to solve real world and mathematical problems e g by reasoning about tables of equivalent ratios tape diagrams double number line diagrams or equations b Solve unit rate problems including those involving unit pricing and constant speed For example if it took 7 hours to mow 4 lawns then at that rate how many lawns could be mowed in 35 hours At what rate were lawns being mowed 4 5 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 Teacher Edition 35

Mid Mission Rubric 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 1a 1b 1c 6 RP 1 2a 2b 6 RP 1 DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem INITIATING 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 DEVELOPING UNDERSTANDING 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 is unable to correctly complete the problem but produces work that serves as evidence that she is initiating understanding of ratio relationships The student correctly completes 1 of the 3 the table in part a the ratio in part b or the verbal statement in part c The student correctly completes 2 of the 3 the table in part a the ratio in part b and or the verbal statement in part c The student correctly completes the table in part a the ratio in part b and the verbal statement in part c 5 points 6 points 7 points 8 points The student is unable to correctly complete the problem but produces work that serves as evidence that she is initiating understanding of ratio relationships The student is unable to correctly complete the problem but produces work that serves as evidence that she is developing understanding of ratio relationships The student correctly completes 1 of the 2 the ratio in part a and the verbal statement in part b The student correctly completes the ratio in part a and the verbal statement in part b For example the student circles groups of 2 rectangles and 1 triangle For example the student thinks the ratio is 6 9 incorrectly creating a part to whole ratio instead of a part to part ratio 5 points 6 points For example the student writes a ratio of 2 1 in part a and uses 2 and 1 to also complete the verbal statement in part b 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 36 ZEARN MATH Teacher Edition

G6M2 Problem 3 6 RP 2 6 RP 3b Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the unit price but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve real world problems NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to correctly determine the unit price but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve real world problems The student provides the correct answer but provides insufficient and or incomplete evidence of using the double number line diagram to support her answer OR The student shows sufficient evidence of understanding how to use ratio and rate reasoning to solve real world problems but makes a simple calculation error leading to an answer other than 3 The student provides the correct answer of 3 and provides sufficient evidence of using the double number line diagram to support her answer 8 points 10 points 12 points 14 points The student is unable to correctly determine how far Gabrielle can run in 57 minutes but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve real world problems The student is unable to correctly determine how far Gabrielle can run in 57 minutes but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve real world problems The student provides the correct answer but provides insufficient and or incomplete evidence of using the double number line diagram to support her answer OR The student shows sufficient evidence of understanding how to use ratio and rate reasoning to solve real world problems but makes a simple calculation error leading to an answer other than 6 miles The student provides the correct answer of 6 miles and provides sufficient evidence of using the double number line diagram to support her answer 8 points 10 points 12 points 14 points The student is unable to correctly determine how long it takes Gabrielle to run 1 mile but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve real world problems The student is unable to correctly determine how long it takes Gabrielle to run 1 mile but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve real world problems The student provides the correct answer of 9 5 minutes and shows sufficient evidence of using the double number line diagram to support her answer For example the student mistakenly divides both the time and distance by 19 leading her to think it takes 2 19 of a minute to run 1 mile For example the student mistakenly subtract 1 from both the distance and time leading her to think it takes 18 minutes to run 1 mile The student provides the correct answer but provides insufficient and or incomplete evidence of using the double number line diagram to support her answer OR The student shows sufficient evidence of understanding how to use ratio and rate reasoning to solve real world problems but makes a simple calculation error leading to an answer other than 9 5 minutes 8 points 10 points 12 points 14 points For example the student partitions the top number line to count by ones from 0 to 6 and partitions the bottom line to match 4a 6 RP 3b For example the student counts by 2s across the top number line but leaves the bottom number line blank 4b 6 RP 2 6 RP 3b 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 Teacher Edition 37

Mid Mission Rubric Problem 4c 6 RP 3b G6M2 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine whether or not Gabrielle can run 10 miles in under 90 minutes but produces work and or reasoning that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve realworld problems NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to correctly determine whether or not Gabrielle can run 10 miles in under 90 minutes but produces work and or reasoning that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve realworld problems The student provides the correct answer but provides insufficient and or incomplete reasoning to support her answer OR The student shows sufficient evidence of understanding how to use ratio and rate reasoning to solve real world problems but makes a simple calculation error leading her to believe Gabrielle can run 10 miles in under 90 minutes The student determines that Gabrielle cannot run 10 miles in under 90 minutes and provides sufficient reasoning to support her answer 14 points 16 points 18 points 20 points The student is unable to correctly determine which recipe will have a stronger strawberry flavor but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve realworld problems The student is unable to correctly determine which recipe will have a stronger strawberry flavor but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve realworld problems 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 determine which recipe has a stronger strawberry flavor but doesn t actually name Britton s recipe as the recipe with the stronger strawberry flavor The student determines that Britton s recipe will have a stronger strawberry flavor and provides sufficient work to support her answer 18 points 20 points 22 points For example the student determines that running 10 miles in 90 minutes is equivalent to running each mile in 9 minutes but is unable to use this fact to answer the question 5 6 RP 3b For example the student writes the ratio 7 2 for Britton s recipe and the ratio 9 3 for Jen s recipe but is unable to use her ratios to solve the problem 16 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 38 ZEARN MATH Teacher Edition

ZEARN MATH Teacher Edition 39 STUDENT 1a 1b 1c 2a 2b 3 G6M2 Mid Mission Assessment Student Score Sheet 4a 4b 4c 5 TOTAL SCORE

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G6M2 Name Mid Mission Answer Key Ozzy Date GRADE 6 MISSION 2 Mid Mission Answer Key 1 Use the picture to complete the problems a Complete the table to show how many of each shape there are Squares Circles 5 b The ratio of circles to squares is c For every 4 4 circles there are 4 5 5 squares 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 Teacher Edition 41

Mid Mission Answer Key G6M2 2 The diagram shows how much red and white paint is needed for a pink paint mixture Red paint cups White paint tablespoon a The ratio of cups of red paint to tablespoons of white paint is b For every 6 cups of red paint there are 3 6 3 tablespoons of white paint 3 A store is selling 6 bags of marbles for 18 What is the unit price for bags of marbles Use the double number line diagram to support your answer 3 0 2 1 3 3 9 6 Bags of marbles Price dollars 0 3 18 2 The unit price per bag of marbles is 3 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 42 ZEARN MATH Teacher Edition

G6M2 Mid Mission Answer Key 4 The double number line diagram shows Gabrielle running at a constant speed x 10 2 x3 0 1 2 4 6 0 9 5 19 38 57 8 10 Distance miles Time minutes 2 x3 76 90 95 x 10 a At this rate how far could Gabrielle run in 57 minutes Use the double number line diagram to support your answer Gabrielle can run 6 miles in 57 minutes b How long did it take Gabrielle to run 1 mile Use the double number line diagram to support your answer 19 2 18 2 1 2 18 1 9 9 1 2 1 2 It takes Gabrielle 9 5 minutes to run a mile c At this rate could Gabrielle run 10 miles in under 90 minutes Explain your reasoning No Gabrielle is running 1 mile every 9 5 minutes so at this rate 10 miles would take her 95 minutes 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 Teacher Edition 43

Mid Mission Answer Key G6M2 5 Britton and Jen are making strawberry banana smoothies Their recipes are shown below Britton s Recipe Jen s Recipe Who s recipe will have a stronger strawberry flavor Show your work and or explain your reasoning Britton 0 7 14 21 0 2 4 6 Strawberries Bananas Jen 0 9 18 0 3 6 Strawberries Bananas Britton s recipe has a stronger strawberry flavor I compared the number of strawberries each would use for a common number of bananas 6 Britton would use 21 strawberries which is more than Jen s 18 strawberries 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 44 ZEARN MATH Teacher Edition

PAGE 1 Name Date GRADE 6 MISSION 2 End of Mission Assessment 1 Giovanni is making meatballs and his recipe calls for 10 eggs to every 4 pounds of meat Giovanni uses a double number line diagram to figure out the recipe for large batches 0 10 20 30 0 4 8 12 Eggs Meat pounds Eggs Meat pounds a Use the information presented in the double number line diagram to complete the first three rows of the table b Use the table to determine the number of eggs needed for 24 pounds of meat eggs c Use the table to determine the pounds of meat needed if 5 eggs are used lbs of meat d How many eggs are needed if 30 pounds of meat are used Show your work and or explain your reasoning eggs 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

PAGE 2 G6M2 END OF MISSION ASSESSMENT 2 Elwin is attempting to read a 480 page book in 28 days He reads the first 60 pages in 4 days At this rate will he finish the book in time Show your work and or explain your reasoning 3 JD has a saltwater aquarium He likes to keep the ratio of fish to crabs at 5 2 as shown in the tape diagram Fish Crabs If JD has a total of 21 sea creatures in his aquarium how many of each type of creature does he have in the tank Use the tape diagram to support your answer fish crabs 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

G6M2 END OF MISSION ASSESSMENT PAGE 3 4 Jin is making 48 tablespoons of dipping sauce by combining tablespoons of ketchup and tablespoons of hot sauce in a ratio of 3 1 How many tablespoons of each ingredient will she need Show your work and or explain your reasoning tablespoons of ketchup tablespoons of hot sauce 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

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End of Mission Standards End of Mission Assessment Standards Addressed in Topics D E Problem Number Standard Understand ratio concepts and use ratio reasoning to solve problems 6 RP 1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities For example The ratio of wings to beaks in the bird house at the zoo was 2 1 because for every 2 wings there was 1 beak For every vote candidate A received candidate C received nearly three votes 3 4 6 RP 3 Use ratio and rate reasoning to solve real world and mathematical problems e g by reasoning about tables of equivalent ratios tape diagrams double number line diagrams or equations a Make tables of equivalent ratios relating quantities with whole number measurements find missing values in the tables and plot the pairs of values on the coordinate plane Use tables to compare ratios b Solve unit rate problems including those involving unit pricing and constant speed For example if it took 7 hours to mow 4 lawns then at that rate how many lawns could be mowed in 35 hours At what rate were lawns being mowed 1 2 3 4 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 Teacher Edition 49

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 RP 3a 1b 6 RP 3b DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem INITIATING 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 DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem FULL UNDERSTANDING The student accurately completes the first three rows in either the eggs column or the meat column but not both The student accurately completes the 1 of the first 3 rows of the table using the information presented in the double number line diagram The student accurately completes the 2 of the first 3 rows of the table using the information presented in the double number line diagram The student accurately completes the first 3 rows of the table using the information presented in the double number line diagram 3 points 4 points 5 points 6 points The student is unable to correctly determine the number of eggs needed but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve realworld problems The student is unable to correctly determine the number of eggs needed but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve realworld problems The student provides the correct answer of 60 eggs and provides sufficient evidence of using the table to support her answer For example the student mistakenly adds 12 to both the pounds of meat and number of eggs leading her to think 24 pounds of meat require 42 eggs The student provides the correct answer but provides insufficient and or incomplete evidence of using the table to support her answer OR The student shows sufficient evidence of understanding how to use ratio and rate reasoning to solve real world problems but makes a simple calculation error leading to an answer other than 60 eggs 8 points 10 points 12 points 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 50 ZEARN MATH Teacher Edition

G6M2 Problem 1c 6 RP 3b 1d 6 RP 3b End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the pounds of meat needed but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve realworld problems The student is unable to correctly determine the pounds of meat needed but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve realworld problems The student provides the correct answer but provides insufficient and or incomplete evidence of using the table to support her answer OR The student shows sufficient evidence of understanding how to use ratio and rate reasoning to solve real world problems but makes a simple calculation error leading to an answer other than 2 pounds of meat The student provides the correct answer of 2 pounds of meat and provides sufficient evidence of using the table to support her answer 6 points 8 points 10 points 12 points The student is unable to correctly determine the number of eggs needed but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve realworld problems The student is unable to correctly determine the number of eggs needed but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve realworld problems 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 ratio and rate reasoning to solve real world problems but makes a simple calculation error leading to an answer other than 75 eggs The student provides the correct answer of 75 eggs and provides sufficient work to support her answer 9 points 11 points 13 points 15 points The student is unable to correctly determine whether or not Elwin will finish in time but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve realworld problems The student is unable to correctly determine whether or not Elwin will finish in time but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve realworld problems 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 ratio and rate reasoning to solve real world problems but makes a simple calculation error leading her to believe Elwin will finish in time The student determines that Elwin will not finish in time and provides sufficient work to support her answer 18 points 20 points For example the student sees 30 on the double number line diagram leading her to think the answer is 12 2 6 RP 3b For example the student determines Elwin will need to read 420 pages in 24 days to meet his goal but is unable to use that fact to solve the problem 14 points 16 points NEARING UNDERSTANDING FULL UNDERSTANDING 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 Teacher Edition 51

End of Mission Rubric Problem 3 6 RP 1 6 RP 3b 4 6 RP 1 6 RP 3b G6M2 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the number of each creature but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve realworld problems The student is unable to correctly determine the number of each creature but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve realworld problems NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer of 15 fish and 6 crabs and provides sufficient evidence of using the provided tape diagram to support her answer For example the student adds one more unit to each tape diagram until she reaches a total of 21 units leading to an answer of 12 fish and 9 crabs The student provides the correct answer but provides insufficient and or incomplete evidence of using the tape diagram to support her answer OR The student shows sufficient evidence of understanding how to use ratio and rate reasoning to solve real world problems but makes a simple calculation error leading to an answer other than 15 fish and 6 crabs 9 points 11 points 13 points 15 points The student is unable to correctly determine the number of tablespoons for each ingredient but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve realworld problems The student is unable to correctly determine the number of tablespoons for each ingredient but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve realworld problems The student provides the correct answer of 36 tablespoons of ketchup and 12 tablespoons of hot sauce and provides sufficient work to support her answer For example the student draws a visual representation of the 3 1 ratio For example the student finds misinterprets the problem thinking Jin is using 48 tablespoons of ketchup leading her to believe that 16 tablespoons of hot sauce are needed 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 ratio and rate reasoning to solve real world problems but makes a simple calculation error leading to an answer other than 36 tablespoons of ketchup and 12 tablespoons of hot sauce 14 points 16 points 18 points 20 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 52 ZEARN MATH Teacher Edition

ZEARN MATH Teacher Edition 53 STUDENT 1a 1b 1c 1d G6M2 End of Mission Assessment Student Score Sheet 2 3 4 TOTAL SCORE

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G6M2 Name End of Mission Answer Key Maddie Date GRADE 6 MISSION 2 End of Mission Answer Key 1 Giovanni is making meatballs and his recipe calls for 10 eggs to every 4 pounds of meat Giovanni uses a double number line diagram to figure out the recipe for large batches 0 10 20 30 Eggs x6 4 x Meat pounds 0 4 8 1 4 12 x 30 Eggs Meat pounds 10 4 20 8 30 12 60 24 5 2 2 5 1 75 30 x6 x 41 4 x 30 a Use the information presented in the double number line diagram to complete the first three rows of the table b Use the table to determine the number of eggs needed for 24 pounds of meat 60 eggs c Use the table to determine the pounds of meat needed if 5 eggs are used 2 lbs of meat d How many eggs are needed if 30 pounds of meat are used Show your work and or explain your reasoning 75 eggs 10 4 5 2 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use 2 5 30 x 2 5 30 x 2 30 x 0 5 60 15 75 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 Teacher Edition 55

End of Mission Answer Key G6M2 2 Elwin is attempting to read a 480 page book in 28 days He reads the first 60 pages in 4 days At this rate will he finish the book in time Show your work and or explain your reasoning x8 Pages Days 60 4 480 32 No Elwin will not finish in time It will take him 32 days to read 480 pages x8 3 JD has a saltwater aquarium He likes to keep the ratio of fish to crabs at 5 2 as shown in the tape diagram Fish 3 3 3 3 3 7 x 3 21 Crabs 3 3 If JD has a total of 21 sea creatures in his aquarium how many of each type of creature does he have in the tank Use the tape diagram to support your answer 15 fish 6 crabs The tape diagram has 7 parts If each part represents 3 creatures the total would be 21 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 56 ZEARN MATH Teacher Edition

G6M2 End of Mission Answer Key 4 Jin is making 48 tablespoons of dipping sauce by combining tablespoons of ketchup and tablespoons of hot sauce in a ratio of 3 1 How many tablespoons of each ingredient will she need Show your work and or explain your reasoning 36 12 12 tablespoons of ketchup 12 12 48 tablespoons 12 tablespoons of hot sauce Tablespoons of ketchup Tablespoons of hot sauce Total tablespoons 3 1 4 36 x 12 12 x 12 48 x 12 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 Teacher Edition 57

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PAGE 1 Name Date GRADE 6 MISSION 3 Mid Mission Assessment 1 Malakai is attending lessons to learn how to play an instrument She can attend 4 hours of lessons for a total of 100 Assuming the price per hour is constant how much would it cost for 9 hours of lessons Show your work Hours Cost 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

PAGE 2 G6M3 MID MISSION ASSESSMENT 2 1 quart is equivalent to 64 tablespoons as shown on the double number line diagram below 0 1 4 0 16 1 2 Quarts Tablespoons 32 64 96 128 a How many quarts are equivalent to 96 tablespoons b How many tablespoons are equivalent to 1 3 4 quarts 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

G6M3 MID MISSION ASSESSMENT PAGE 3 3 Ophelia is making homemade spaghetti sauce by combining 48 ounces of tomato paste with 6 cups of water a How many ounces of tomato paste are needed for every cup of water Show your work b How many cups of water are needed for every ounce of tomato paste Show your work c Ophelia needs to make a small batch of sauce using only 20 ounces of tomato paste How many cups of water will she need Show your work and or explain your reasoning 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

PAGE 4 G6M3 MID MISSION ASSESSMENT 4 Mary Lindey wants to purchase pumpkins She finds different markets advertising pumpkins for sale What market has the lowest price per pumpkin Show your work and or explain your reasoning East Market Brister s Market Market Fresh Sale Great Deal Special 3 for 10 50 3 75 per pumpkin 2 for 7 20 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

PAGE 5 G6M3 MID MISSION ASSESSMENT 5 Elite runners can run 200 meters in 20 seconds Complete the table to represent a runner running at a constant rate Show your work and or explain your reasoning Time seconds Distance meters 20 200 Speed meters per second 40 1 600 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

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Mid Mission Standards Mid Mission Assessment Standards Addressed in Topics A C Problem Number Standard Understand ratio concepts and use ratio reasoning to solve problems 1 6 RP 2 Understand the concept of a unit rate a b associated with a ratio a b with b 0 and use rate language in the context of a ratio relationship For example This recipe has a ratio of 3 cups of flour to 4 cups of sugar so there is 43 cup of flour for each cup of sugar We paid 75 for 15 hamburgers which is a rate of 5 per hamburger 1 1 3 4 5 6 RP 3 Use ratio and rate reasoning to solve real world and mathematical problems e g by reasoning about tables of equivalent ratios tape diagrams double number line diagrams or equations b Solve unit rate problems including those involving unit pricing and constant speed For example if it took 7 hours to mow 4 lawns then at that rate how many lawns could be mowed in 35 hours At what rate were lawns being mowed d Use ratio reasoning to convert measurement units manipulate and transform units appropriately when multiplying or dividing quantities 1 2 3 4 5 Expectations for unit rates in this grade are limited to non complex fractions 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 Teacher Edition 65

Mid Mission Rubric 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 RP 2 6 RP 3b 2a 6 RP 3d 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 cost for 9 hours of lessons but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve realworld problems The student is unable to correctly determine the cost for 9 hours of lessons but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve realworld problems For example the student completes the first row of the table with 4 hours and 100 but is unable to continue filling out the table For example the student misinterprets the problem as each additional hour costing 100 leading to an answer of 600 6 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 cost for 9 hours of lessons but makes a simple calculation error leading to an answer other than 225 The student provides the correct answer of 225 and provides sufficient work to support her answer 8 points 10 points 12 points The student is unable to correctly determine the equivalent number of quarts for 96 tablespoons but produces work that serves as evidence that she is initiating understanding of how to use ratio reasoning to convert measurement units The student is unable to correctly determine the equivalent number of quarts for 96 tablespoons but produces work that serves as evidence that she is developing understanding of how to use ratio reasoning to convert measurement units The student provides the correct answer of 112 quarts and provides sufficient work to support her answer For example the student circles the corresponding mark on the top line quarts directly above 96 on the bottom line tablespoons For example the student writes the equation 96 6 16 but makes multiple arithmetic errors when trying to determine the corresponding number of quarts leading to an answer other than 112 quarts 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 complete the unit conversion but makes a simple calculation error leading to an answer other than 112 quarts 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 66 ZEARN MATH Teacher Edition

G6M3 Problem 2b 6 RP 3d 3a 6 RP 2 6 RP 3b 3b 6 RP 2 6 RP 3b Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the equivalent number of tablespoons for 134 quarts but produces work that serves as evidence that she is initiating understanding of how to use ratio reasoning to convert measurement units The student is unable to correctly determine the equivalent number of tablespoons for 134 quarts but produces work that serves as evidence that she is developing understanding of how to use ratio reasoning to convert measurement units For example the student counts across the top number line by fourths but is unable to see the counting pattern across the bottom number line For example the student writes the equation 134 1 14 14 14 but makes multiple arithmetic errors when trying to determine the corresponding number of tablespoons leading to an answer other than 112 tablespoons 7 points 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 complete the unit conversion but makes a simple calculation error leading to an answer other than 112 tablespoons The student provides the correct answer of 112 tablespoons and provides sufficient work to support her answer 8 points 9 points 10 points The student is unable to correctly determine the number of ounces of paste per cup of water but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve realworld problems The student is unable to correctly determine the number of ounces of paste per cup of water but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve realworld problems The student provides the correct answer of 8 ounces and provides sufficient work to support her answer For example the student sets up a table to model the relationship and draws an arrow from 6 cups to 1 cup but is unclear of how to move from 48 ounces For example the student creates a part to whole ratio instead of a part to part ratio using 54 6 to solve the problem leading to an answer of 9 ounces 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 determine the number of ounces of paste per cup of water but makes a simple calculation error leading to an answer other than 8 ounces 6 points 8 points 10 points 12 points The student is unable to correctly determine the number of cups of water per ounces of paste but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve realworld problems The student is unable to correctly determine the number of cups of water per ounces of paste but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve realworld problems 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 determine the number of cups of water per ounces of paste but makes a simple calculation error leading to an answer other than 18 cup The student provides the correct answer of 18 cup and provides sufficient work to support her answer 8 points 10 points 12 points For example the student sets up a table to model the relationship and draws an arrow from 48 ounces to 1 ounce but is unclear of how to move from 6 cups 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 ZEARN MATH Teacher Edition 67

Mid Mission Rubric Problem 3c 6 RP 2 6 RP 3b G6M3 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the number of cups of water needed but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve real world problems NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to correctly determine the number of cups of water needed but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve real world problems 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 determine the number of cups of water needed but makes a simple calculation error leading to an answer other than 212 cups The student provides the correct answer of 212 cups and provides sufficient work to support her answer 8 points 10 points 12 points 14 points The student is unable to correctly determine which store has the lowest price per pumpkin but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve realworld problems The student is unable to correctly determine which store has the lowest price per pumpkin but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve realworld problems The student correctly identifies East Market as having the best unit price but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to determine which store has the lowest price per pumpkin but makes a simple calculation error leading to an answer other than East Market The student correctly identifies East Market as having the best unit price and provides sufficient work to support her answer For example the student sets up a table to model the relationship and draws an arrow from 48 ounces to 20 ounces but is unclear of how to move from 6 cups 4 6 RP 2 6 RP 3b For example the student makes multiple arithmetic errors when calculating the unit prices leading to an answer other than East Market 5 6 RP 2 6 RP 3b 6 RP 3d 12 points 14 points 16 points 18 points The student is unable to correctly complete the table but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve unit rate problems The student shows sufficient evidence of understanding how to complete the table but makes multiple calculation errors leading to multiple incorrect answers The student correctly completes the table but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to complete the table but makes a simple calculation error leading to a single incorrect answer The student correctly completes the table and provides sufficient work to support her answer 10 points 11 points 12 points For example the student sees the times 10 pattern between time and distance but is unable to use that pattern to determine the speed 9 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 68 ZEARN MATH Teacher Edition

ZEARN MATH Teacher Edition 69 STUDENT 1 2a 2b 3a G6M3 Mid Mission Assessment Student Score Sheet 3b 3c 4 5 TOTAL SCORE

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G6M3 Name Mid Mission Answer Key Steve Date GRADE 6 MISSION 3 Mid Mission Answer Key 1 Malakai is attending lessons to learn how to play an instrument She can attend 4 hours of lessons for a total of 100 Assuming the price per hour is constant how much would it cost for 9 hours of lessons Show your work 4 x8 8 1 9 Hours Cost 4 100 1 25 8 200 9 225 At 25 per hour 9 hours of lessons would cost 225 4 x8 200 25 225 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 Teacher Edition 71

Mid Mission Answer Key G6M3 2 1 quart is equivalent to 64 tablespoons as shown on the double number line diagram below 0 1 4 1 2 3 4 1 1 0 16 32 48 64 80 Quarts Tablespoons 1 4 1 1 2 1 3 4 2 96 112 128 a How many quarts are equivalent to 96 tablespoons 64 tbsp 32 tbsp 96 tbsp 1 quart 1 quart 1 1 quarts 2 2 1 1 quarts are equivalent to 96 tablespoons 2 b How many tablespoons are equivalent to 1 3 4 quarts 1 quart 1 quart 1 quart 1 3 quarts 2 4 4 64 tbsp 32 tbsp 16 tbsp 112 tbsp 112 tbsps are equivalent to 1 3 quarts 4 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 72 ZEARN MATH Teacher Edition

G6M3 Mid Mission Answer Key 3 Ophelia is making homemade spaghetti sauce by combining 48 ounces of tomato paste with 6 cups of water a How many ounces of tomato paste are needed for every cup of water Show your work x 1 6 Ounces of Tomato Paste 48 Cups of Water 6 8 1 It takes 8 ounces of tomato paste for every cup of water x 1 6 b How many cups of water are needed for every ounce of tomato paste Show your work 48 Ounces of Tomato Paste 48 1 Cups of Water 6 6 1 48 8 It takes 1 cup of water for 8 every ounce of tomato paste 48 c Ophelia needs to make a small batch of sauce using only 20 ounces of tomato paste How many cups of water will she need Show your work and or explain your reasoning 48 x 20 Ounces of Tomato Paste 48 1 20 Cups of Water 6 6 1 48 8 20 10 5 8 4 2 She will need 2 1 cups of water 2 for 20 ounces of tomato paste 48 x 20 2 2 1 2 2 2 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 Teacher Edition 73

Mid Mission Answer Key G6M3 4 Mary Lindey wants to purchase pumpkins She finds different markets advertising pumpkins for sale What market has the lowest price per pumpkin Show your work and or explain your reasoning East Market Brister s Market Market Fresh Sale Great Deal Special 3 for 10 50 3 75 per pumpkin 2 for 7 20 Price Pumpkin 3 10 50 3 3 50 1 Price Pumpkin 3 10 50 3 9 1 50 3 3 75 1 Price Pumpkin x 1 2 7 20 2 3 60 1 x 1 2 East Market has the best price per pumpkin 9 3 1 50 3 0 5 0 5 0 5 3 0 50 3 50 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 74 ZEARN MATH Teacher Edition

G6M3 Mid Mission Answer Key 5 Elite runners can run 200 meters in 20 seconds Complete the table to represent a runner running at a constant rate Show your work and or explain your reasoning Time seconds Distance meters Speed meters per second 20 200 200 100 10 20 10 400 400 100 10 40 10 40 x 10 160 1 600 10 1600 16 x 100 100 10 160 16 x 10 10 Running 200 meters in 20 seconds at a constant rate would mean you run 100 meters in 10 seconds which is equivalent to running 10 meters per second 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 Teacher Edition 75

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PAGE 1 Name Date GRADE 6 MISSION 3 End of Mission Assessment 1 A full bottle of ketchup contains 20 ounces of ketchup Use the double number line diagram to show your work and answer the following questions 0 Ketchup oz 0 50 100 a After one week of meals the bottle of ketchup contains 25 of its original amount How many ounces are in the bottle after one week b The grocery store now offers a bottle of ketchup that contains 150 of the original amount How many ounces of ketchup are in the new bottle 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

PAGE 2 G6M3 END OF MISSION ASSESSMENT 2 Sami is participating in a fitness assessment where she must complete a certain number of sit ups and pull ups a She has completed 50 sit ups which is 25 of her goal for sit ups How many total sit ups does Sami plan to do Use the tape diagram to solve 100 b Sami plans on doing a total of 60 pull ups but she only completes 40 of her goal How many pull ups has Sami completed Use the tape diagram to solve 60 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

G6M3 END OF MISSION ASSESSMENT PAGE 3 3 What is 75 of 162 Show your work and or explain your reasoning 4 16 is 20 of what number Show your work and or explain your reasoning 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

PAGE 4 G6M3 END OF MISSION ASSESSMENT 5 Cam Yusef and Spencer have resolved to drink more water each day The recommended amount of water per day is 64 ounces a Cam has 10 of the recommended amount of water left to drink before bed How many ounces of water does she need to drink to reach her goal Show your work and or explain your reasoning b At breakfast Yusef drinks 16 ounces of water What percentage of the daily amount of water does Yusef drink at breakfast Show your work and or explain your reasoning c Spencer decides to drink more than the recommended amount By dinner time he has already drunk 64 ounces of water which is 80 of his goal for the day How many total ounces of water does Spencer plan to drink Show your work and or explain your reasoning 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

End of Mission Standards End of Mission Assessment Standards Addressed in Topics D E Problem Number Standard Understand ratio concepts and use ratio reasoning to solve problems 6 RP 3 Use ratio and rate reasoning to solve real world and mathematical problems e g by reasoning about tables of equivalent ratios tape diagrams double number line diagrams or equations c Find a percent of a quantity as a rate per 100 e g 30 of a quantity means 30 100 times the quantity solve problems involving finding the whole given a part and the percent 1 2 3 4 5 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 Teacher Edition 81

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 RP 3 6 RP 3c 1b 6 RP 3 6 RP 3c 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 number of ounces of ketchup but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve percent problems The student is unable to correctly determine the number of ounces of ketchup but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve percent problems For example the student labels the mark above 100 as 20 For example the student misinterprets the problem as meaning the bottle has 25 less its original amount leading to an answer of 15 ounces 7 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 determine the number of ounces of ketchup but makes a simple calculation error leading to an answer other than 5 ounces The student provides the correct answer of 5 ounces and provides sufficient work to support her answer 8 points 9 points 10 points The student is unable to correctly determine the number of ounces of ketchup but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve percent problems The student is unable to correctly determine the number of ounces of ketchup but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve percent problems The student provides the correct answer of 30 ounces and provides sufficient work to support her answer For example the student labels the mark next to 100 as 150 For example the student understands that to find 50 of a quantity you multiply the quantity by 12 and she concludes that to find 150 of a quantity you multiply the quantity by the reciprocal of 12 leading to an answer of 40 ounces 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 determine the number of ounces of ketchup but makes a simple calculation error leading to an answer other than 30 ounces 6 points 8 points 10 points 12 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 82 ZEARN MATH Teacher Edition

G6M3 Problem 2a 6 RP 3 6 RP 3c End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to correctly determine the total number of sit ups but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve percent problems The student provides the correct answer but provides insufficient and or incomplete evidence of using the provided tape diagram to support her answer OR The student shows sufficient evidence of understanding how to determine the total number of sit ups but makes a simple calculation error leading to an answer other than 200 sit ups The student provides the correct answer of 200 situps and provides sufficient evidence of using the provided tape diagram to support her answer 4 points 6 points 8 points 10 points The student is unable to correctly determine the total number of pull ups but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve percent problems The student is unable to correctly determine the total number of pull ups but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve percent problems The student provides the correct answer but provides insufficient and or incomplete evidence of using the provided tape diagram to support her answer OR The student shows sufficient evidence of understanding how to determine the total number of pull ups but makes a simple calculation error leading to an answer other than 24 pull ups The student provides the correct answer of 24 pullups and provides sufficient evidence of using the provided tape diagram to support her answer 4 points 6 points 8 points 10 points The student is unable to correctly determine the part given the whole and percent but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve percent problems The student is unable to correctly determine the part given the whole and percent but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve percent problems The student provides the correct answer of 12112 and provides sufficient work to support her answer For example the student creates a tape diagram partitions it into 4 equal sections and shades 3 of them For example the student finds 25 of 162 instead of 75 of 162 leading to an answer of 4012 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 determine the part given the whole and percent but makes a simple calculation error leading to an answer other than 12112 9 points 10 points 11 points 12 points The student is unable to correctly determine the total number of sit ups but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve percent problems For example the student partitions the tape diagram into 4 equal sections 2b 6 RP 3 6 RP 3c For example the student partitions the tape diagram into 10 equal sections 3 6 RP 3c 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 Teacher Edition 83

End of Mission Rubric Problem 4 6 RP 3c 5a 6 RP 3 6 RP 3c 5b 6 RP 3 6 RP 3c G6M3 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the whole given the part and percent but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve percent problems The student is unable to correctly determine the whole given the part and percent but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve percent problems For example the student creates a tape diagram partitions it into 10 equal sections and shades 2 of them For example the student finds 20 of 16 leading to an answer of 315 9 points 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 determine the whole given the part and percent but makes a simple calculation error leading to an answer other than 80 The student provides the correct answer of 80 and provides sufficient work to support her answer 10 points 11 points 12 points The student is unable to correctly determine the number of ounces of water but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve percent problems The student is unable to correctly determine the number of ounces of water but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve percent problems The student provides the correct answer of 6 4 ounces and provides sufficient work to support her answer For example the student creates a tape diagram partitions it into 10 equal sections and shades 1 of them For example the student finds the amount of water Cam has drunk not has left to drink leading to an answer of 57 6 ounces 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 determine the number of ounces of water but makes a simple calculation error leading to an answer other than 6 4 ounces 7 points 8 points 9 points 10 points The student is unable to correctly determine the percentage but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve percent problems The student is unable to correctly determine the percentage but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve percent problems 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 determine the percentage but makes a simple calculation error leading to an answer other than 25 The student provides the correct answer of 25 and provides sufficient work to support her answer 8 points 9 points 10 points For example the student writes the fraction 16 64 but is unable to use her fraction to solve the problem 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 84 ZEARN MATH Teacher Edition

G6M3 Problem 5c 6 RP 3 6 RP 3c End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the number of ounces of water but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve percent problems The student is unable to correctly determine the number of ounces of water but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve percent problems For example the student draws a double number line showing that 64 is 80 For example the student finds 80 of 64 not recognizing that 64 is 80 of another number leading to an answer of 51 2 ounces 8 points 10 points 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 determine the number of ounces of water but makes a simple calculation error leading to an answer other than 80 ounces The student provides the correct answer of 80 ounces and provides sufficient work to support her answer 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 ZEARN MATH Teacher Edition 85

86 ZEARN MATH Teacher Edition STUDENT 1a 1b 2a 2b 3 G6M3 End of Mission Assessment Student Score Sheet 4 5a 5b 5c TOTAL SCORE

G6M3 Name End of Mission Answer Key Steve Date GRADE 6 MISSION 3 End of Mission Answer Key 1 A full bottle of ketchup contains 20 ounces of ketchup Use the double number line diagram to show your work and answer the following questions x 1 2 x 1 2 10 0 5 10 20 30 0 25 50 100 150 Ketchup oz x 1 2 x 1 2 50 a After one week of meals the bottle of ketchup contains 25 of its original amount How many ounces are in the bottle after one week The bottle now has 5 ounces of ketchup b The grocery store now offers a bottle of ketchup that contains 150 of the original amount How many ounces of ketchup are in the new bottle The new bottle contains 30 ounces of ketchup 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 Teacher Edition 87

End of Mission Answer Key G6M3 2 Sami is participating in a fitness assessment where she must complete a certain number of sit ups and pull ups a She has completed 50 sit ups which is 25 of her goal for sit ups How many total sit ups does Sami plan to do Use the tape diagram to solve 100 50 50 50 50 25 Sami plans to do 200 total sit ups b Sami plans on doing a total of 60 pull ups but she only completes 40 of her goal How many pull ups has Sami completed Use the tape diagram to solve 60 6 6 6 6 40 60 6 x 10 10 10 6 Sami has completed 24 pull ups 4 x 6 24 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 88 ZEARN MATH Teacher Edition

G6M3 End of Mission Answer Key 3 What is 75 of 162 Show your work and or explain your reasoning 162 40 1 2 40 1 2 40 1 2 75 162 1 160 1 2 1 4 4 4 160 2 40 1 2 40 1 2 1 40 1 3 40 3 3 2 2 120 3 2 121 1 2 75 of 162 is 121 1 2 4 16 is 20 of what number Show your work and or explain your reasoning 8 8 20 16 2 8 16 is 20 of 80 8 x 10 80 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 Teacher Edition 89

End of Mission Answer Key G6M3 5 Cam Yusef and Spencer have resolved to drink more water each day The recommended amount of water per day is 64 ounces a Cam has 10 of the recommended amount of water left to drink before bed How many ounces of water does she need to drink to reach her goal Show your work and or explain your reasoning 1 10 10 1 64 64 10 10 6 4 Cam needs to drink 6 4 more ounces of water to reach her goal b At breakfast Yusef drinks 16 ounces of water What percentage of the daily amount of water does Yusef drink at breakfast Show your work and or explain your reasoning 16 100 8 x 2 100 8x8 64 2 100 8 1 100 4 100 4 25 Yusef drinks 25 of the daily recommended amount of water at breakfast c Spencer decides to drink more than the recommended amount By dinner time he has already drunk 64 ounces of water which is 80 of his goal for the day How many total ounces of water does Spencer plan to drink Show your work and or explain your reasoning 8 parts 0 8 0 64 8 8 64 80 100 Spencer plans to drink 80 ounces of water 8 x 10 80 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 90 ZEARN MATH Teacher Edition

PAGE 1 Name Date GRADE 6 MISSION 4 Mid Mission Assessment 1 Without computing decide whether the value of each expression is much smaller than 1 close to 1 or much larger than 1 Explain your reasoning a 7 000 000 0 7 b 2 3 6 1 4 c 20 1 4 19 d 12 1 2 5 6 1 2 Much smaller than 1 Close to 1 Much larger than 1 Much smaller than 1 Close to 1 Much larger than 1 Much smaller than 1 Close to 1 Much larger than 1 Much smaller than 1 Close to 1 Much larger than 1 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

PAGE 2 G6M4 MID MISSION ASSESSMENT 2 Avery made a large pot of soup and she plans to divide the soup equally into smaller containers If the pot contains 30 12 cups of soup describe two different ways to interpret 30 12 3 in this context Interpretation 1 Interpretation 2 3 How many 2 3 s are in 4 Use the tape diagram to support your answer 4 4 2 3 There are groups of 2 3 in 4 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

PAGE 3 G6M4 MID MISSION ASSESSMENT 4 How many 3 5 s are in 5 Use the tape diagram to support your answer 5 5 3 5 5 Aysha made 6 quarts of lemonade and she plans to sell it by the glass If each glass holds many glasses of lemonade can she sell a Use the tape diagram below to determine how many groups of There are groups of 3 4 3 4 3 4 quart how are in 6 in 6 b Write a division equation to represent this problem c What does your quotient in part b represent in the context of this problem 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

PAGE 4 6 1 3 G6M4 MID MISSION ASSESSMENT is what fraction of 4 Use the tape diagram to support your answer 4 1 3 4 7 After running for 56 of an hour Konner is 13 of the way through his run How long will it take Konner to finish his run if he continues at the same pace Use the tape diagram to solve Write a multiplication equation and a division equation for the situation then answer the question Show your reasoning 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

Mid Mission Standards Mid Mission Assessment Standards Addressed in Topics A B Problem Number Standard Apply and extend previous understandings of multiplication and division to divide fractions by fractions 6 NS 1 Interpret and compute quotients of fractions and solve word problems involving division of fractions by fractions e g by using visual fraction models and equations to represent the problem For example create a story context for 2 3 3 4 and use a visual fraction model to show the quotient use the relationship between multiplication and division to explain that 2 3 3 4 8 9 because 3 4 of 8 9 is 2 3 In general a b c d ad bc How much chocolate will each person get if 3 people share 1 2 lb of chocolate equally How many 3 4 cup servings are in 2 3 of a cup of yogurt How wide is a rectangular strip of land with length 3 4 mi and area 1 2 square mi 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 Teacher Edition 95

Mid Mission Rubric 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 1a 1b 1c 1d 6 NS 1 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 NEARING UNDERSTANDING FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem FULL UNDERSTANDING The student correctly identifies the value of 1 of the 4 expressions as being much smaller than 1 close to 1 or much larger than 1 and provides sufficient reasoning to support her choice OR The student does not correctly identify the value of any of the expressions as being much smaller than 1 close to 1 or much larger than 1 but produces reasoning that serve as evidence that she is initiating understanding of interpreting and computing quotients of fractions The student correctly identifies the value of 2 of the 4 expressions as being much smaller than 1 close to 1 or much larger than 1 and provides sufficient reasoning to support her choices The student correctly identifies the value of 3 of the 4 expressions as being much smaller than 1 close to 1 or much larger than 1 and provides sufficient reasoning to support her choices OR The student correctly identifies the value of each expression as being much smaller than 1 close to 1 or much larger than 1 but provides insufficient and or incomplete reasoning to support her choice The student correctly identifies the value of each expression as being much smaller than 1 close to 1 or much larger than 1 and provides sufficient reasoning to support her choices 10 points 11 points 12 points 13 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 96 ZEARN MATH Teacher Edition

G6M4 Problem 2 6 NS 1 3 6 NS 1 4 6 NS 1 Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to provide 2 appropriate interpretations of the division expression within the context of the problem but produces work that serves as evidence that she is initiating understanding of how to solve word problems involving division of fractions by fractions The student is unable to provide 2 appropriate interpretations of the division expression within the context of the problem but produces work that serves as evidence that she is developing understanding of how to solve word problems involving division of fractions by fractions For example the student provides one appropriate interpretation of the division expression but neglects to connect it to the context of the problem For example the student provides one appropriate interpretation of the division expression within the context of the problem but not two 4 points 5 points 6 points 7 points The student is unable to correctly determine the quotient but produces work that serves as evidence that she is initiating understanding of division of a whole number by a nonunit fraction The student is unable to correctly determine the quotient but produces work that serves as evidence that she is developing understanding of division of a whole number by a nonunit fraction The student provides the correct answer of 6 and provides sufficient evidence of using the provided tape diagram to support her answer For example the student correctly identifies each iteration of 23 but is unable to connect that to the division expression For example the student rewrites the given division expression as 4 32 but is unable to use her new expression to solve the problem The student provides the correct answer but provides insufficient and or incomplete evidence of using the provided tape diagram to support her answer OR The student shows sufficient evidence of understanding how to use the provided tape diagram to determine the quotient but makes a simple calculation error leading to an answer other than 6 6 points 7 points 8 points 9 points The student is unable to correctly determine the quotient but produces work that serves as evidence that she is initiating understanding of division of a whole number by a nonunit fraction The student is unable to correctly determine the quotient but produces work that serves as evidence that she is developing understanding of division of a whole number by a nonunit fraction The student provides the correct answer of 8 13 and provides sufficient evidence of using the provided tape diagram to support her answer For example the student correctly shades and identifies each iteration of 35 but is unable to connect that to the division expression For example the student rewrites the given division expression as 5 53 but is unable to use her new expression to solve the problem The student provides the correct answer but provides insufficient and or incomplete evidence of using the provided tape diagram to support her answer OR The student shows sufficient evidence of understanding how to use the provided tape diagram to determine the quotient but makes a simple calculation error leading to an answer other than 8 13 8 points 9 points 10 points 11 points NEARING UNDERSTANDING FULL UNDERSTANDING The student provides two appropriate interpretations of the division expression but neglects to connect them to the context of the problem The student provides two appropriate interpretations of the division expression within the context of the problem For example the student interprets 30 12 3 as the number of 3s in 30 12 and as the size of each group if 30 12 were split into 3 equal groups 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 Teacher Edition 97

Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the quotient but produces work that serves as evidence that she is initiating understanding of division of a whole number by a nonunit fraction The student is unable to correctly determine the quotient but produces work that serves as evidence that she is developing understanding of division of a whole number by a nonunit fraction For example the student identifies the whole as 6 and partitions the tape into 6 equal sections Problem 5a 6 NS 1 5b G6M4 NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer of 8 and provides sufficient evidence of using the provided tape diagram to support her answer For example the student identifies the whole as 6 partitions the tape into 6 equal sections partitions each whole into fourths and shades alternating representations of 34 The student provides the correct answer but provides insufficient and or incomplete evidence of using the provided tape diagram to support her answer OR The student shows sufficient evidence of understanding how to use the provided tape diagram to determine the quotient but makes a simple calculation error leading to an answer other than 8 10 points 11 points 12 points 13 points N A The student is unable to create a division equation that accurately models the problem but produces work that serves as evidence that she is developing understanding of how to solve word problems involving division of fractions The student creates a division equation to model the problem but her equation contains a simple calculation error The student creates a division equation that accurately models the problem 6 NS 1 For example the student mistakenly creates the equation 6 34 12 For example the student creates the equation 6 3 4 8 For example the student creates the expression 6 34 5c 6 NS 1 N A 3 points 4 points 5 points The student is unable to provide an appropriate interpretation of her quotient within the context of the problem but produces work that serves as evidence that she is developing understanding of how to solve word problems involving division of fractions The student provides an appropriate interpretation of her quotient in part b but neglects to connect it to the context of the problem The student provides an appropriate interpretation of her quotient in part b within the context of the problem For example the student interprets her quotient as the number of 34s in 6 For example the student thinks her quotient represents the number of quarts of lemonade Aysha plans to sell 4 points 5 points 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 98 ZEARN MATH Teacher Edition

G6M4 Problem 6 6 NS 1 7 6 NS 1 Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the quotient but produces work that serves as evidence that she is initiating understanding of division of fractions The student is unable to correctly determine the quotient but produces work that serves as evidence that she is developing understanding of division of fractions For example the student correctly identifies the shaded portion of the tape as 13 For example the student correctly identifies the shaded portion of the tape as 13 and partitions it into 4 equal sections but is unable to use her model to evaluate the division expression 7 points NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer but provides insufficient and or incomplete evidence of using the provided tape diagram to support her answer OR The student shows sufficient evidence of understanding how to use the provided tape diagram to determine the quotient but makes a simple calculation error leading to 1 an answer other than 12 The student provides the 1 correct answer of 12 and provides sufficient evidence of using the provided tape diagram to support her answer 8 points 9 points 10 points The student is unable to correctly determine the number of hours Konnor ran but produces work that serves as evidence that she is initiating understanding of how to solve word problems involving division of fractions The student is unable to correctly determine the number of hours Konnor ran but produces work that serves as evidence that she is developing understanding of how to solve word problems involving division of fractions The student creates a multiplication and division equation that accurately models the problem provides the correct answer of 212 hours and provides sufficient work to support her answer For example the student creates a multiplication equation that accurately models the problem using a for the unknown but is unable to use her equation to continue through the problem For example the student creates an incorrect multiplication equation but correctly uses it to create her division expression and correctly evaluates her division expression leading to an answer other than 212 hours The student creates a multiplication and division equation that accurately model the problem and provides the correct answer of 212 hours but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to determine the number of hours Konnor ran but makes a simple calculation error leading to an answer other than 212 hours 17 points 20 points 23 points 26 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 ZEARN MATH Teacher Edition 99

100 ZEARN MATH Teacher Edition STUDENT 1a 1b 1c 1d 2 3 4 G6M4 Mid Mission Assessment Student Score Sheet 5a 5b 5c 6 7 TOTAL SCORE

G6M4 Name Mid Mission Answer Key Neal Date GRADE 6 MISSION 4 Mid Mission Answer Key 1 Without computing decide whether the value of each expression is much smaller than 1 close to 1 or much larger than 1 Explain your reasoning a 7 000 000 0 7 Much smaller than 1 Close to 1 Much larger than 1 0 7 is much smaller than 7 000 000 so you could make many groups of size 0 7 b 2 3 6 Much smaller than 1 1 4 Close to 1 Much larger than 1 6 41 is much larger than 32 so there cannot be a whole group of 641 in 32 c 20 1 4 19 Much smaller than 1 5 6 Close to 1 Much larger than 1 19 65 is really close to 20 so there will only be one full group of 19 65 in 20 41 d 12 1 2 Much smaller than 1 1 2 There are several groups of Close to 1 1 2 Much larger than 1 in 12 21 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 Teacher Edition 101

Mid Mission Answer Key G6M4 2 Avery made a large pot of soup and she plans to divide the soup equally into smaller containers If the pot contains 30 12 cups of soup describe two different ways to interpret 30 12 3 in this context 1 30 2 3 could represent how many cups of soup will Avery put Interpretation 1 into each container if she uses 3 containers 1 30 2 3 could represent how many containers will Avery fill if Interpretation 2 she puts 3 cups of soup in each container 3 How many 2 3 s are in 4 Use the tape diagram to support your answer 4 2 3 4 2 3 There are 2 3 2 3 2 3 2 3 2 3 6 6 groups of 2 3 in 4 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 102 ZEARN MATH Teacher Edition

G6M4 Mid Mission Answer Key 4 How many 3 5 s are in 5 Use the tape diagram to support your answer 5 3 5 5 3 5 8 3 5 3 5 3 5 3 5 3 5 3 5 3 5 1 3 There are 8 full groups of 35 in 5 with an additional 51 left over which means I have 1 of 3 pieces needed to make a full 9th group of 35 5 Aysha made 6 quarts of lemonade and she plans to sell it by the glass If each glass holds many glasses of lemonade can she sell a Use the tape diagram below to determine how many groups of 3 4 3 4 quart how are in 6 6 3 4 3 4 8 There are 3 4 groups of 3 4 3 4 3 4 3 4 3 4 3 4 in 6 b Write a division equation to represent this problem 6 3 4 8 c What does your quotient in part b represent in the context of this problem The quotient of 8 means Aysha can sell 8 glasses of lemonade 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 Teacher Edition 103

Mid Mission Answer Key 6 1 3 G6M4 is what fraction of 4 Use the tape diagram to support your answer 4 1 3 1 3 1 12 4 It takes 12 1 3s to make 4 so one 1 3 is 1 12 of 4 7 After running for 56 of an hour Konner is 13 of the way through his run How long will it take Konner to finish his run if he continues at the same pace Use the tape diagram to solve Write a multiplication equation and a division equation for the situation then answer the question Show your reasoning 5 6 5 6 3 5 6 3 15 6 3 6 1 1 1 2 6 6 6 6 2 21 It will take Konner 2 21 hours to finish his run 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 104 ZEARN MATH Teacher Edition

PAGE 1 Name Date GRADE 6 MISSION 4 End of Mission Assessment 3 5 1 Find 3 3 5 2 Find 16 21 3 16 21 4 3 Use the tape diagram to support your answer 4 3 Show your reasoning 3 The area of the rectangle is 18 square units What is the width of the rectangle Write and solve a division sentence to find the width of the rectangle 3 3 4 Area 18 square units The rectangle is units wide 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

PAGE 2 G6M4 END OF MISSION ASSESSMENT 4 Mr Baldwin is packing a shipping box that has a total volume of 108 cubic inches The box is 6 inches wide and 12 inches long a What is the height of the shipping box Show your work 6 in 12 in b Mr Baldwin is packing the shipping box with ring boxes that are cubes with an edge length of 32 inches If he completely fills the shipping box how many ring boxes can he ship Show your work and or explain your reasoning 5 Evangeline is making snack bags for her class If she can fill 58 of her snack bags with 1 23 cups of pretzels how many cups of pretzels are needed to fill all of the snack bags Write a multiplication equation and a division equation for the situation then answer the question Show your reasoning 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

End of Mission Standards End of Mission Assessment Standards Addressed in Topics C E Problem Number Standard Apply and extend previous understandings of multiplication and division to divide fractions by fractions 6 NS 1 Interpret and compute quotients of fractions and solve word problems involving division of fractions by fractions e g by using visual fraction models and equations to represent the problem For example create a story context for 2 3 3 4 and use a visual fraction model to show the quotient use the relationship between multiplication and division to explain that 2 3 3 4 8 9 because 3 4 of 8 9 is 2 3 In general a b c d ad bc How much chocolate will each person get if 3 people share 1 2 lb of chocolate equally How many 3 4 cup servings are in 2 3 of a cup of yogurt How wide is a rectangular strip of land with length 3 4 mi and area 1 2 square mi 1 2 3 5 Solve real world and mathematical problems involving area surface area and volume 6 G 1 Find the area of right triangles other triangles special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes apply these techniques in the context of solving real world and mathematical problems 3 6 G 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 l w h and V b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real world and mathematical problems 4 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 Teacher Edition 107

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 1 6 NS 1 2 6 NS 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 quotient but produces work that serves as evidence that she is initiating understanding of division of a whole number by a nonunit fraction The student is unable to correctly determine the quotient but produces work that serves as evidence that she is developing understanding of division of a whole number by a nonunit fraction For example the student identifies the whole as 3 partitions the tape into 3 equal sections partitions each whole into fifths and shades the first 35 in each whole 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 of 5 and provides sufficient evidence of using the provided tape diagram to support her answer For example the student rewrites the given division expression as 3 53 but makes an error when calculating the product leading to an answer other than 5 The student provides the correct answer but provides insufficient and or incomplete evidence of using the provided tape diagram to support her answer OR The student shows sufficient evidence of understanding how to use the provided tape diagram to determine the quotient but makes a simple calculation error leading to an answer other than 5 7 points 8 points 9 points 10 points The student is unable to correctly determine the quotient but produces work that serves as evidence that she is initiating understanding of division of a fraction by a fraction The student is unable to correctly determine the quotient but produces work that serves as evidence that she is developing understanding of division of a fraction by a fraction The student provides the correct answer of 47 and provides sufficient work to support her answer For example the student rewrites the given division 3 expression as 16 21 4 but is unable to use her new expression to solve the problem For example the student rewrites the expression as 21 3 16 4 and calculates the resulting product to be 63 64 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 division of a fraction by a fraction but makes a simple calculation error leading to an answer other than 47 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 108 ZEARN MATH Teacher Edition

G6M4 Problem 3 6 G 1 6 NS 1 End of Mission Rubric INITIATING UNDERSTANDING The student is unable to correctly determine the width of the rectangle but produces work that serves as evidence that she is initiating understanding of how to solve mathematical problems involving area For example the student creates the division expression as 18 3 34 but is unable to use her expression to solve the problem 4a 6 G 2 DEVELOPING UNDERSTANDING The student is unable to correctly determine the width of the rectangle but produces work that serves as evidence that she is developing understanding of how to solve mathematical problems involving area For example the student creates a division expression that accurately models the problem but makes multiple errors when trying to calculate the quotient 6 G 2 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 determine the width of the rectangle but makes a simple calculation error leading to an answer other than 4 45 units The student provides the correct answer of 4 45 units and provides sufficient work to support her answer 8 points 10 points 12 points 14 points The student is unable to correctly determine the height of the box but produces work that serves as evidence that she is initiating understanding of how to solve real world problems involving volume The student is unable to correctly determine the height of the box but produces work that serves as evidence that she is developing understanding of how to solve real world problems involving volume 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 determine the height of the box but makes a simple calculation error leading to an answer other than 1 12 inches The student provides the correct answer of 1 12 inches and provides sufficient work to support her answer 16 points 18 points 20 points 22 points The student is unable to correctly determine the number of boxes that can be shipped but produces work that serves as evidence that she is initiating understanding of how to solve real world problems involving volume The student is unable to correctly determine the number of boxes that can be shipped but produces work that serves as evidence that she is developing understanding of how to solve real world problems involving volume 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 determine the number of boxes that can be shipped but makes a simple calculation error leading to an answer other than 32 ring boxes The student provides the correct answer of 32 ring boxes and provides sufficient work to support her answer 20 points 22 points 24 points For example the student writes the volume equation and plugs in the values she has but is unable to use her equation to solve the problem 4b NEARING UNDERSTANDING For example the student finds the volume of each ring box to be 27 8 in3 18 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 Teacher Edition 109

End of Mission Rubric Problem 5 6 NS 1 G6M4 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the number of cups of pretzels but produces work that serves as evidence that she is initiating understanding of how to solve word problems involving division of fractions by fractions The student is unable to correctly determine the number of cups of pretzels but produces work that serves as evidence that she is developing understanding of how to solve word problems involving division of fractions by fractions For example the student creates a multiplication equation that accurately models the problem using a for the unknown but is unable to use her equation to continue through the problem For example the student creates an incorrect multiplication equation but correctly uses it to create her division expression and correctly evaluates her division expression leading to an answer other than 2 23 cups 14 points 16 points NEARING UNDERSTANDING FULL UNDERSTANDING The student creates a multiplication and division equation that accurately model the problem and provides the correct answer of 2 23 cups but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to determine the number of cups of pretzels including creating a multiplication and division equation that accurately model the problem but makes a simple calculation error leading to an answer other than 2 23 cups The student creates a multiplication and division equation that accurately models the problem provides the correct answer of 2 23 cups and provides sufficient work to support her answer 18 points 20 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 110 ZEARN MATH Teacher Edition

ZEARN MATH Teacher Edition 111 STUDENT 1 2 3 G6M4 End of Mission Assessment Student Score Sheet 4a 4b 5 TOTAL SCORE

End of Mission Answer Key G6M4 Ren Name Date GRADE 6 MISSION 4 End of Mission Answer Key 3 5 1 Find 3 Use the tape diagram to support your answer 3 3 5 3 5 3 5 2 Find 16 21 16 21 16 21 4 3 4 3 3 5 3 5 3 5 3 5 Show your reasoning 4 3 16 21 3 4 16 3 21 4 4 1 16 3 4 21 1 7 4 7 4 7 3 The area of the rectangle is 18 square units What is the width of the rectangle Write and solve a division sentence to find the width of the rectangle 18 3 3 4 18 18 3 3 4 Area 18 square units 18 3 3 4 4 4 5 The rectangle is 6 15 4 4 15 18 4 15 5 24 5 4 45 4 4 5 units wide 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 112 ZEARN MATH Teacher Edition

G6M4 End of Mission Answer Key 4 Mr Baldwin is packing a shipping box that has a total volume of 108 cubic inches The box is 6 inches wide and 12 inches long a What is the height of the shipping box Show your work 108 72 54 2 36 2 V l w h 108 in3 6 in 12 in h 108 in3 72 in2 h 108 in3 72 in2 h h 1 21 in 6 in 12 in 54 36 9 6 9 4 6 4 3 2 b Mr Baldwin is packing the shipping box with ring boxes that are cubes with an edge length of 32 inches If he completely fills the shipping box how many ring boxes can he ship Show your work and or explain your reasoning How many 3 2 are in 12 l 12 in 24 2 in 24 2 3 2 8 How many 3 2 are in 6 w 6 in 12 2 in 12 2 3 2 4 How many 3 2 are in 1 2 3 2 3 2 1 1 1 h 1 2 in 3 2 in The shipping box can hold 32 ring boxes 8 4 32 5 Evangeline is making snack bags for her class If she can fill 58 of her snack bags with 1 23 cups of pretzels how many cups of pretzels are needed to fill all of the snack bags Write a multiplication equation and a division equation for the situation then answer the question Show your reasoning 5 8 5 3 5 3 5 8 5 8 5 3 5 3 8 5 Evangeline will need 2 32 cups of pretzels to fill all of the snack bags 5 8 3 5 8 3 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 Teacher Edition 113

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PAGE 1 Name Date GRADE 6 MISSION 5 Mid Mission Assessment 1 0 253 is modeled on the place value chart below ones tenths hundredths thousandths a Use the place value chart to find the value of 0 253 0 178 0 253 0 178 b Calculate the sum vertically 0 253 0 178 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

PAGE 2 G6M5 MID MISSION ASSESSMENT 2 1 432 is modeled on the place value chart below ones tenths hundredths thousandths a Use the place value chart to find the value of 1 432 0 524 1 432 0 524 b Calculate the difference vertically 1 432 0 524 3 Compute each sum Show your work and or reasoning a 0 097 0 005 b 2 57 7 494 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

PAGE 3 G6M5 MID MISSION ASSESSMENT 4 Compute each difference Show your work and or reasoning a 0 03 0 007 b 8 505 6 538 5 Masey is trying to compute the product of 2 26 2 7 She knows that 226 27 6 102 a Explain how Masey could use estimation to find the value of 2 26 2 7 and fill in the blanks to compute the product 2 26 2 7 2 26 2 7 b Explain how Masey could use fractions to find the value of 2 26 2 7 and fill in the blanks to compute the product 2 26 2 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

PAGE 4 G6M5 MID MISSION ASSESSMENT 6 Use the area model to find the value of 4 5 2 6 4 0 5 0 6 2 4 5 2 6 7 Complete each product Show your work and or reasoning a 3 6 2 3 b 3 4 0 92 c 7 2 0 614 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

G6M5 MID MISSION ASSESSMENT PAGE 5 8 A pound of strawberries costs 3 45 and a pound of blueberries costs 5 98 What is the combined cost of 0 8 pound of strawberries and 1 5 pounds of blueberries Show your work 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

Mid Mission Standards Mid Mission Assessment Standards Addressed in Topics A C Problem Number Standard Compute fluently with multi digit numbers and find common factors and multiples 6 NS 3 Fluently add subtract multiply and divide multi digit decimals using the standard algorithm for each operation 1 2 3 4 5 6 7 8 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 120 ZEARN MATH Teacher Edition

Mid Mission Rubric 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 1a 1b 6 NS 3 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 accurately calculate the sum but produces work that serves as evidence that she is initiating understanding of adding multi digit decimals The student is unable to accurately calculate the sum but produces work that serves as evidence that she is developing understanding of adding multi digit decimals For example the student correctly models 0 178 on the place value chart but is unable to use the chart to calculate the sum For example the student correctly models 0 178 on the place value chart and circles groups of ten hundredths and ten thousandths but thinks the answer is 0 31211 OR For example the student understands there are more than 10 thousandths and hundredths but neglects to regroup leading to an answer of 0 321 7 points 8 points NEARING UNDERSTANDING FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem FULL UNDERSTANDING The student provides the correct answer but provides insufficient and or incomplete evidence of using the provided place value chart and or vertical method to support her answer OR The student shows sufficient evidence of understanding how to calculate the sum using both methods but makes a simple calculation error leading to an answer other than 0 431 The student provides the correct answer of 0 431 and provides sufficient evidence of using the provided place value chart and vertical method to support her answer 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 ZEARN MATH Teacher Edition 121

Mid Mission Rubric Problem 2a 2b 6 NS 3 3a 6 NS 3 G6M5 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer but provides insufficient and or incomplete evidence of using the provided place value chart and or vertical method to support her answer OR The student shows sufficient evidence of understanding how to calculate the difference using both methods but makes a simple calculation error leading to an answer other than 0 908 The student provides the correct answer of 0 908 and shows sufficient evidence of using the provided place value chart and vertical method to support her answer The student is unable to accurately calculate the difference but produces work that serves as evidence that she is initiating understanding of subtracting multi digit decimals The student is unable to accurately calculate the difference but produces work that serves as evidence that she is developing understanding of subtracting multi digit decimals For example the student models 0 524 on the place value chart in addition to what is already modeled on the chart For example the student crosses off all of the tenths hundredths and thousandths she can leading to an answer of 1 010 OR For example the student understands there are not enough tenths and thousandths to be able to subtract so she replaces 4 tenths with 14 tenths and 2 thousandths with 12 thousandths However she does not alter the number of ones or hundredths leading to an answer of 1 918 7 points 8 points 9 points 10 points The student is unable to accurately calculate the sum but produces work that serves as evidence that she is initiating understanding of adding multi digit decimals The student is unable to accurately calculate the sum but produces work that serves as evidence that she is developing understanding of adding multi digit decimals The student provides the correct answer of 0 102 and provides sufficient work to support her answer For example the student simply adds 97 and 5 leading to an answer of 102 For example the student understands 7 thousandth and 5 thousandth add to make 12 thousandths but does not understand how that affects the number of hundredths in the sum leading to an answer of 0 092 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 calculate the sum but makes a simple calculation error leading to an answer other than 0 102 4 points 5 points 6 points 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 122 ZEARN MATH Teacher Edition

G6M5 Problem 3b 6 NS 3 4a 6 NS 3 4b 6 NS 3 Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to accurately calculate the sum but produces work that serves as evidence that she is initiating understanding of adding multi digit decimals The student is unable to accurately calculate the sum but produces work that serves as evidence that she is developing understanding of adding multi digit decimals For example the student simply adds 257 and 7 494 leading to an answer of 7 751 For example the student attempts to use the standard algorithm but aligns the numbers based on their leftmost digit not their decimal leading to an answer of 7 751 4 points 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 calculate the sum but makes a simple calculation error leading to an answer other than 10 064 The student provides the correct answer of 10 064 and provides sufficient work to support her answer 5 points 6 points 7 points The student is unable to accurately calculate the difference but produces work that serves as evidence that she is initiating understanding of subtracting multi digit decimals The student is unable to accurately calculate the difference but produces work that serves as evidence that she is developing understanding of subtracting multi digit decimals The student provides the correct answer of 0 023 and provides sufficient work to support her answer For example the student correctly writes the problem as if she were going to solve using the standard algorithm but is unable to carry out the subtraction For example the student rewrites 3 hundredths as 300 thousandths instead of 30 thousandths leading to an answer of 297 thousandths or 0 297 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 calculate the difference but makes a simple calculation error leading to an answer other than 0 023 4 points 5 points 6 points 7 points The student is unable to accurately calculate the difference but produces work that serves as evidence that she is initiating understanding of subtracting multi digit decimals The student is unable to accurately calculate the difference but produces work that serves as evidence that she is developing understanding of subtracting multi digit decimals The student provides the correct answer of 1 967 and provides sufficient work to support her answer For example the student correctly writes the problem as if she were going to solve using the standard algorithm but is unable to carry out the subtraction For example the student performs all of the subtraction by always subtracting the smaller number from the larger leading to an answer of 2 033 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 calculate the difference but makes a simple calculation error leading to an answer other than 1 967 4 points 5 points 6 points 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 Teacher Edition 123

Mid Mission Rubric Problem 5a 5b 6 NS 3 6 6 NS 3 7a 6 NS 3 G6M5 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student provides a reasonable estimate for the product along with the correct answer of 6 102 in part a and provides accurate work using fractions to calculate the same product in part b but provides insufficient and or incomplete explanations to support her answers OR The student shows sufficient evidence of understanding how to calculate the product but makes a simple calculation error leading to an answer other than 6 102 The student provides a reasonable estimate for the product along with the correct answer of 6 102 in part a provides accurate work using fractions to calculate the same product in part b and provides appropriate explanations to support her answers The student is unable to accurately calculate the product but produces work that serves as evidence that she is initiating understanding of multiplying multi digit decimals The student is unable to accurately calculate the product but produces work that serves as evidence that she is developing understanding of multiplying multi digit decimals For example the student attempts to calculate the product using the standard algorithm but makes a calculation error leading to an answer other than 6 102 OR For example in part b the student rewrites each decimal as a fraction in the spaces provided For example the student successfully completes all of part a but is unable to do the same in part b 7 points 8 points 9 points 10 points The student is unable to accurately calculate the product but produces work that serves as evidence that she is initiating understanding of multiplying multi digit decimals The student is unable to accurately calculate the product but produces work that serves as evidence that she is developing understanding of multiplying multi digit decimals The student provides the correct answer of 11 7 and provides sufficient evidence of using the provided area model to support her answer For example the student writes the four individual products inside the area model but is unable to use them to complete the problem For example the student calculates all four individual products as if each were the product of whole numbers not decimals leading to an answer of 72 The student provides the correct answer but provides insufficient and or incomplete evidence of using the provided area model to support her answer OR The student shows sufficient evidence of understanding how to calculate the product but makes a simple calculation error leading to an answer other than 11 7 4 points 5 points 6 points 7 points The student is unable to accurately calculate the product but produces work that serves as evidence that she is initiating understanding of multiplying multi digit decimals The student is unable to accurately calculate the product but produces work that serves as evidence that she is developing understanding of multiplying multi digit decimals The student provides the correct answer of 8 28 and provides sufficient work to support her answer For example the student simply multiplies 36 and 23 leading to an answer of 828 For example the student makes multiple arithmetic errors when calculating the product leading to an answer other than 8 28 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 calculate the product but makes a simple calculation error leading to an answer other than 8 28 4 points 5 points 6 points 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 124 ZEARN MATH Teacher Edition

G6M5 Problem 7b 6 NS 3 7c 6 NS 3 Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING 6 NS 3 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 calculate the product but makes a simple calculation error leading to an answer other than 3 128 The student provides the correct answer of 3 128 and provides sufficient work to support her answer The student is unable to accurately calculate the product but produces work that serves as evidence that she is initiating understanding of multiplying multi digit decimals The student is unable to accurately calculate the product but produces work that serves as evidence that she is developing understanding of multiplying multi digit decimals For example the student rounds 3 4 to 3 and 0 92 to 1 and states the answer should be about 3 For example the student makes multiple arithmetic errors when calculating the product leading to an answer other than 3 128 4 points 5 points 6 points 7 points The student is unable to accurately calculate the product but produces work that serves as evidence that she is initiating understanding of multiplying multi digit decimals The student is unable to accurately calculate the product but produces work that serves as evidence that she is developing understanding of multiplying multi digit decimals 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 calculate the product but makes a simple calculation error leading to an answer other than 4 4208 The student provides the correct answer of 4 4208 and provides sufficient work to support her answer For example the student makes multiple arithmetic errors when calculating the product leading to an answer other than 4 4208 8 NEARING UNDERSTANDING 4 points 5 points 6 points 7 points The student is unable to correctly determine the combined cost but produces work that serves as evidence that she is initiating understanding of how to use operations with decimals to solve real world problems The student is unable to correctly determine the combined cost but produces work that serves as evidence that she is developing understanding of how to use operations with decimals to solve realworld problems The student provides the correct answer of 11 73 and shows sufficient work to support her answer For example the student simply adds to given costs leading to an answer of 9 43 For example the student calculates the cost of each amount of berries but does not understand how to use that to complete the problem 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 determine the combined cost but makes a simple calculation error leading to an answer other than 11 73 8 points 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 ZEARN MATH Teacher Edition 125

126 ZEARN MATH Teacher Edition STUDENT 1a 1b 2a 2b 3a 3b 4a 4b G6M5 Mid Mission Assessment Student Score Sheet 5a 5b 6 7a 7b 7c 8 TOTAL SCORE

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Mid Mission Answer Key Name G6M5 Hayes Date GRADE 6 MISSION 5 Mid Mission Answer Key 1 0 253 is modeled on the place value chart below ones tenths hundredths thousandths a Use the place value chart to find the value of 0 253 0 178 0 253 0 178 0 431 b Calculate the sum vertically 0 253 0 178 11 0 431 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 128 ZEARN MATH Teacher Edition

G6M5 Mid Mission Answer Key 2 1 432 is modeled on the place value chart below ones tenths hundredths thousandths a Use the place value chart to find the value of 1 432 0 524 1 432 0 524 0 908 b Calculate the difference vertically 0 14 2 12 1 432 0 524 0 908 3 Compute each sum Show your work and or reasoning a 0 097 0 005 0 102 97 thousandths 5 thousandths 102 thousandths b 2 57 7 494 10 064 2 57 7 494 1 1 10 064 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 Teacher Edition 129

Mid Mission Answer Key G6M5 4 Compute each difference Show your work and or reasoning a 0 03 0 007 0 023 3 hundredths 7 thousandths 30 thousandths 7 thousandths 23 thousandths b 8 505 6 538 1 967 14 9 7 4 10 15 8 505 6 538 1 967 5 Masey is trying to compute the product of 2 26 2 7 She knows that 226 27 6 102 a Explain how Masey could use estimation to find the value of 2 26 2 7 and fill in the blanks to compute the product 2 26 is about 2 and 2 7 is about 3 The product 2 26 2 7 should be close to 2 3 which is 6 Masey should place the decimal such that the product is about 6 2 26 2 7 6 2 26 2 7 6 102 b Explain how Masey could use fractions to find the value of 2 26 2 7 and fill in the blanks to compute the product 7 26 2 26 is the same as 2 100 or 226 100 and 2 7 is the same as 2 10 7 6 102 226 or 27 10 Multiplying 100 10 gives you 1 000 so Masey should place the decimal to show 6 102 thousandths 226 100 2 26 2 7 27 10 6 102 1 000 6 102 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 130 ZEARN MATH Teacher Edition

G6M5 Mid Mission Answer Key 6 Use the area model to find the value of 4 5 2 6 4 0 5 0 6 2 4 2 8 0 30 1 0 2 7 9 4 5 2 6 11 7 11 7 7 Complete each product Show your work and or reasoning a 3 6 2 3 6 1 2 0 9 0 18 6 2 1 0 18 8 1 0 18 8 28 b 3 4 0 92 2 0 3 3 6 0 9 0 6 1 2 0 18 8 28 3 128 x 3 4 x 0 92 3 3 x 1 3 3 34 92 68 3060 3 1 28 c 7 2 0 614 4 4208 0 614 x 7 2 1228 2 42980 11 4 4208 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 Teacher Edition 131

Mid Mission Answer Key G6M5 8 A pound of strawberries costs 3 45 and a pound of blueberries costs 5 98 What is the combined cost of 0 8 pound of strawberries and 1 5 pounds of blueberries Show your work Strawberries Blueberries 3 45 x 0 8 34 2 760 5 98 x 1 5 44 2990 5980 1 1 8 970 Total 2 76 8 97 1 1 1 1 1 73 The total cost is 11 73 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 132 ZEARN MATH Teacher Edition

PAGE 1 Name Date GRADE 6 MISSION 5 End of Mission Assessment 1 Solve 37 302 3 using the place value chart below ten thousands thousands hundreds tens ones 37 302 3 2 Solve 14 562 4 using the standard algorithm for division 14 562 4 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

PAGE 2 G6M5 END OF MISSION ASSESSMENT 3 Solve 0 247 5 using any method of your choice 0 247 5 4 A student said To find the value of 72 54 0 18 I can divide 7 254 by 18 a Do you agree with this statement Explain your reasoning b Calculate the quotient of 72 54 0 18 using any method of your choice 72 54 0 18 5 Solve 49 35 2 1 using any method of your choice 49 35 2 1 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

PAGE 3 G6M5 END OF MISSION ASSESSMENT 6 At a fundraiser donation boxes were placed around the school and students and parents were encouraged to give whatever they could to support the school The total donations received in each box are shown below Box Amount Donated 1 35 25 2 24 57 3 17 50 4 122 33 5 46 29 a How much money did the school raise altogether Show your work b If the school plans to divide the money evenly between three different school sponsored organizations how much will each organization receive Show your work 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

End of Mission Standards End of Mission Assessment Standards Addressed in Topics D E Problem Number Standard Understand ratio concepts and use ratio reasoning to solve problems 6 RP 3 Use ratio and rate reasoning to solve real world and mathematical problems e g by reasoning about tables of equivalent ratios tape diagrams double number line diagrams or equations b Solve unit rate problems including those involving unit pricing and constant speed For example if it took 7 hours to mow 4 lawns then at that rate how many lawns could be mowed in 35 hours At what rate were lawns being mowed 6 Compute fluently with multi digit numbers and find common factors and multiples 6 NS 2 Fluently divide multi digit numbers using the standard algorithm 1 2 6 NS 3 Fluently add subtract multiply and divide multi digit decimals using the standard algorithm for each operation 3 4 5 6 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 136 ZEARN MATH Teacher Edition

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 1 6 NS 2 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 accurately calculate the quotient but produces work that serves as evidence that she is initiating understanding of dividing multi digit whole numbers The student is unable to accurately calculate the quotient but produces work that serves as evidence that she is developing understanding of dividing multi digit whole numbers For example the student evenly distributes the discs into the three rows below but is unsure of what to do with any leftover discs leading to an answer of 12 100 For example the student performs the division right to left on the place value chart including exchanging 2 ones for 20 tens 2 tens for 20 hundreds and so on leading to an answer of 19 760 9 points 10 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 evidence of using the provided place value chart to support her answer OR The student shows sufficient evidence of understanding how to calculate the quotient using the provided place value chart but makes a simple calculation error leading to an answer other than 12 434 The student provides the correct answer of 12 434 and provides sufficient evidence of using the provided place value chart to support her answer 11 points 12 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 Teacher Edition 137

End of Mission Rubric Problem 2 6 NS 2 3 6 NS 3 4a 6 NS 3 G6M5 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to accurately calculate the quotient but produces work that serves as evidence that she is initiating understanding of dividing multi digit whole numbers The student is unable to accurately calculate the quotient but produces work that serves as evidence that she is developing understanding of dividing multi digit whole numbers For example the student correctly sets up the problem to carry out the division using the standard algorithm then works straight across dividing in each place However the student does not understand how to use multiplication and subtraction to fill the space under the problem leading to an answer of 11 100 0 For example the student makes multiple arithmetic errors when calculating the quotient leading to an answer other than 3 640 5 9 points NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer but provides insufficient and or incomplete evidence of using the standard algorithm to support her answer OR The student shows sufficient evidence of understanding how to calculate the quotient using the standard algorithm but makes a simple calculation error leading to an answer other than 3 640 5 The student provides the correct answer of 3 640 5 and provides sufficient evidence of using the standard algorithm to support her answer 10 points 11 points 12 points The student is unable to accurately calculate the quotient but produces work that serves as evidence that she is initiating understanding of dividing multi digit decimals The student is unable to accurately calculate the quotient but produces work that serves as evidence that she is developing understanding of dividing multi digit decimals The student provides the correct answer of 0 0494 and provides sufficient work to support her answer For example the student correctly sets up the problem using the standard algorithm and places a decimal atop where it would be located in her quotient but is unable to carry out the division For example the student makes multiple arithmetic errors when calculating the quotient leading to an answer other than 0 0494 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 calculate the quotient but makes a simple calculation error leading to an answer other than 0 0494 9 points 10 points 11 points 12 points The student is unable to correctly determine whether or not she agrees that the division expressions will produce the same quotient but produces work that serves as evidence that she is initiating understanding of dividing multi digit decimals The student is unable to correctly determine whether or not she agrees that the division expressions will produce the same quotient but produces work that serves as evidence that she is developing understanding of dividing multi digit decimals The student agrees that the division expressions will produce the same quotient and provides an appropriate explanation to support her answer For example the student simply calculates the quotient for 7 254 18 but is unable to use that quotient to help her answer the question For example the student believes that each division problem like each multiplication problem can only be solved with the numbers provided The student agrees that the division expressions will produce the same quotient but provides an insufficient and or incomplete explanation to support her answer OR The student shows sufficient evidence of understanding dividing multi digit decimals but makes a simple calculation error leading her to disagree that the division expressions will produce the same quotient 9 points 10 points 11 points 12 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 138 ZEARN MATH Teacher Edition

G6M5 Problem 4b 6 NS 3 5 6 NS 3 6a 6 NS 3 End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to accurately calculate the quotient but produces work that serves as evidence that she is initiating understanding of dividing multi digit decimals The student is unable to accurately calculate the quotient but produces work that serves as evidence that she is developing understanding of dividing multi digit decimals For example the student correctly sets up the problem 7 254 18 using the standard algorithm but is unable to carry out the division NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer of 403 and provides sufficient work to support her answer For example the student makes multiple arithmetic errors when calculating the quotient leading to an answer other than 403 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 calculate the quotient but makes a simple calculation error leading to an answer other than 403 9 points 10 points 11 points 12 points The student is unable to accurately calculate the quotient but produces work that serves as evidence that she is initiating understanding of dividing multi digit decimals The student is unable to accurately calculate the quotient but produces work that serves as evidence that she is developing understanding of dividing multi digit decimals The student provides the correct answer of 23 5 and provides sufficient work to support her answer For example the student correctly sets up the problem 493 5 21 using the standard algorithm but is unable to carry out the division For example the student makes multiple arithmetic errors when calculating the quotient leading to an answer other than 23 5 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 calculate the quotient but makes a simple calculation error leading to an answer other than 23 5 9 points 10 points 11 points 12 points The student is unable to correctly determine the total amount of money the school raised but produces work that serves as evidence that she is initiating understanding of how to use operations with decimals to solve real world problems The student is unable to correctly determine the total amount of money the school raised but produces work that serves as evidence that she is developing understanding of how to use operations with decimals to solve realworld problems The student provides the correct answer of 245 94 and provides sufficient work to support her answer For example the student draws a plus sign next to 46 29 in Box 5 and a line under the table signifying that she plans to add all the numbers together but is unable to carry out the addition For example the student makes multiple arithmetic errors when calculating the sum leading to an answer other than 245 94 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 determine the total amount of money the school raised but makes a simple calculation error leading to an answer other than 245 94 6 points 8 points 10 points 12 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 Teacher Edition 139

End of Mission Rubric Problem 6b 6 RP 3b G6M5 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the amount of money each organization will receive but produces work that serves as evidence that she is initiating understanding of how to use ratio and rate reasoning to solve realworld problems The student is unable to correctly determine the amount of money each organization will receive but produces work that serves as evidence that she is developing understanding of how to use ratio and rate reasoning to solve realworld problems For example the student draws a number bond with three different branches extending from her initial amount but is unable to use her model to solve the problem For example the student makes multiple arithmetic errors when calculating the quotient leading to an incorrect answer 10 points 12 points NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer or correct answer based on an incorrect answer in part a but provides insufficient and or incomplete work to support her answer OR The student shows sufficient evidence of understanding how to determine the amount of money each organization will receive but makes a simple calculation error leading to an incorrect answer The student provides the correct answer of 81 98 or correct answer based on an incorrect answer in part a and provides sufficient work to support her answer 14 points 16 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 140 ZEARN MATH Teacher Edition

ZEARN MATH Teacher Edition 141 STUDENT 1 2 3 4a G6M5 End of Mission Assessment Student Score Sheet 4b 5 6a 6b TOTAL SCORE

End of Mission Answer Key Name G6M5 Gabby Date GRADE 6 MISSION 5 End of Mission Answer Key 1 Solve 37 302 3 using the place value chart below ten thousands 37 302 3 thousands hundreds ones 12 434 2 Solve 14 562 4 using the standard algorithm for division 14 562 4 tens 3 640 5 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use 3 640 5 4 14 562 0 12000 2562 2400 162 160 2 0 2 0 0 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 142 ZEARN MATH Teacher Edition

G6M5 End of Mission Answer Key 3 Solve 0 247 5 using any method of your choice 0 247 5 0 0494 0 0494 5 0 2470 0 20 47 45 20 20 0 4 A student said To find the value of 72 54 0 18 I can divide 7 254 by 18 a Do you agree with this statement Explain your reasoning Yes both 72 54 and 0 18 were multiplied by 100 to make 7 254 and 18 When the part and the whole are multiplied by the same factor the quotient doesn t change 72 54 x 100 7 254 0 18 x 100 18 b Calculate the quotient of 72 54 0 18 using any method of your choice 72 54 0 18 7 254 18 72 54 0 18 403 5 Solve 49 35 2 1 using any method of your choice 49 35 2 1 493 5 21 49 35 2 1 23 5 403 18 7 254 7200 54 54 0 23 5 21 493 5 42 73 63 105 105 0 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 Teacher Edition 143

End of Mission Answer Key G6M5 6 At a fundraiser donation boxes were placed around the school and students and parents were encouraged to give whatever they could to support the school The total donations received in each box are shown below Box Amount Donated 1 35 25 2 24 57 3 17 50 4 122 33 5 46 29 a How much money did the school raise altogether Show your work 35 25 24 57 17 50 122 33 46 29 The school raised 245 94 121 2 245 94 b If the school plans to divide the money evenly between three different school sponsored organizations how much will each organization receive Show your work 81 98 3 245 94 24 05 3 29 27 24 24 0 Each organization will receive 81 98 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 144 ZEARN MATH Teacher Edition

PAGE 1 Name Date GRADE 6 MISSION 6 Mid Mission Assessment 1 Use the list of values below to determine the solution for each equation Show your work and or explain your choice 27 9 6 6 7 3 1 12 7 18 a p 12 6 b f 3 9 3 c 3 7 n 9 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

PAGE 2 G6M6 MID MISSION ASSESSMENT 2 Here is a balanced hanger a Write an equation representing this hanger b 1 1 1 1 1 1 1 b Find the value of b Show and or explain how you found it 1 1 1 3 Here is a balanced hanger a Write an equation representing this hanger m 48 m b Find the value of m Show and or explain how you found it m m 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

PAGE 3 G6M6 MID MISSION ASSESSMENT Tayson and Julia are stacking cups to make a cup pyramid 4 Julia used 36 cups to make her pyramid If Tayson s pyramid has 15 fewer cups than Julia s how many cups did Tayson use a Let c represent the number of cups Tayson used to make his pyramid Label the tape diagrams to represent the situation cup pyramid cup pyramid b Create an equation to represent this situation c Solve your equation from part b to answer the question Tayson used cups to make his pyramid 5 Julia s pyramid has 8 layers of cups and is 34 inches tall How tall is each layer of cups Let h represent the height in inches of a single layer of cups Write and solve an equation to answer the question Each layer of cups is inches tall 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

PAGE 4 G6M6 MID MISSION ASSESSMENT 6 Decide if each pair of expressions is equivalent and explain how you know a 3a and a 2 Circle One Equivalent Not Equivalent b d d d d d and 5d Circle One Equivalent Not Equivalent 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

PAGE 5 G6M6 MID MISSION ASSESSMENT 7 Chambi is trying to find the area of this rectangle w 7 13 a Fill in the blanks to create an expression that represents the total area as the product of the rectangle s length and width Area b Write an expression that represents the total area as the sum of areas of the two smaller rectangles Show your work 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

Mid Mission Standards Mid Mission Assessment Standards Addressed in Topics A B Problem Number Standard Apply and extend previous understandings of arithmetic to algebraic expressions 6 EE 3 Apply the properties of operations to generate equivalent expressions For example apply the distributive property to the expression 3 2 x to produce the equivalent expression 6 3x apply the distributive property to the expression 24x 18y to produce the equivalent expression 6 4x 3y apply properties of operations to y y y to produce the equivalent expression 3y 7 6 EE 4 Identify when two expressions are equivalent i e when the two expressions name the same number regardless of which value is substituted into them For example the expressions y y y and 3y are equivalent because they name the same number regardless of which number y stands for 6 Reason about and solve one variable equations and inequalities 6 EE 5 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 1 6 EE 6 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 2 3 4 5 6 EE 7 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 2 3 4 5 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 150 ZEARN MATH Teacher Edition

Mid Mission Rubric 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 1a 6 EE 5 1b 6 EE 5 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 solution to the equation but produces work that serves as evidence that she is initiating understanding of using substitution to determine whether a given number in a specified set makes an equation true The student is unable to correctly determine the solution to the equation but produces work that serves as evidence that she is developing understanding of using substitution to determine whether a given number in a specified set makes an equation true For example the student rewrites the equation by substituting each of the provided values in for p but is unable to use her new equations to determine the solution For example the student believes the value of p is 6 because 12 6 6 7 points The student is unable to correctly determine the solution to the equation but produces work that serves as evidence that she is initiating understanding of using substitution to determine whether a given number in a specified set makes an equation true 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 substitution to determine whether a given number in a specified set makes an equation true but makes a simple calculation error leading to an answer other than 18 The student provides the correct answer of 18 and provides sufficient work and or reasoning to support her answer 8 points 9 points 10 points The student is unable to correctly determine the solution to the equation but produces work that serves as evidence that she is developing understanding of using substitution to determine whether a given number in a specified set makes an equation true 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 substitution to determine whether a given number in a specified set makes an equation true but makes a simple calculation error leading to an answer other than 27 9 The student provides the correct answer of 27 9 and provides sufficient work and or reasoning to support her answer 9 points 10 points For example the student believes the value of f is 3 1 because 3 1 3 9 3 7 points FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem 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 Teacher Edition 151

Mid Mission Rubric Problem 1c 6 EE 5 G6M6 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the solution to the equation but produces work that serves as evidence that she is initiating understanding of using substitution to determine whether a given number in a specified set makes an equation true The student is unable to correctly determine the solution to the equation but produces work that serves as evidence that she is developing understanding of using substitution to determine whether a given number in a specified set makes an equation true For example the student believes the value of n is 12 7 3 9 because 12 7 7 7 2a 2b 6 EE 6 6 EE 7 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 substitution to determine whether a given number in a specified set makes an equation true but makes a simple calculation error leading to an answer other than 67 The student provides the correct answer of 67 and provides sufficient work and or reasoning to support her answer 7 points 8 points 9 points 10 points The student is unable to create an equation that accurately models the hanger diagram and determine the value of the unknown but produces work that serves as evidence that she is initiating understanding of solving mathematical problems by writing and solving equations The student is unable to create an equation that accurately models the hanger diagram and determine the value of the unknown but produces work that serves as evidence that she is developing understanding of solving mathematical problems by writing and solving equations The student provides an equation that accurately models the hanger diagram provides the correct answer of 4 and provides sufficient work to support her answer For example the student write the expression b 3 For example the student creates an equation that does not accurately model the hanger diagram in part a but correctly solves her equation part b leading to an answer other than 4 and shows sufficient work to support her answer The student provides an equation that accurately models the hanger diagram and provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student provides an equation that accurately models the hanger diagram and shows sufficient work to support her answer but makes a simple calculation error when solving her equation leading to an answer other than 4 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 152 ZEARN MATH Teacher Edition

G6M6 Mid Mission Rubric INITIATING UNDERSTANDING Problem 3a 3b 6 EE 6 6 EE 7 4a 6 EE 6 6 EE 7 4b DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student provides an equation that accurately models the hanger diagram and provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student provides an equation that accurately models the hanger diagram and shows sufficient work to support her answer but makes a simple calculation error when solving her equation leading to an answer other than 12 The student provides an equation that accurately models the hanger diagram provides the correct answer of 12 and provides sufficient work to support her answer The student is unable to create an equation that accurately models the hanger diagram and determine the value of the unknown but produces work that serves as evidence that she is initiating understanding of solving mathematical problems by writing and solving equations The student is unable to create an equation that accurately models the hanger diagram and determine the value of the unknown but produces work that serves as evidence that she is developing understanding of solving mathematical problems by writing and solving equations For example the student write the expression m m m m For example the student creates an equation that does not accurately model the hanger diagram in part a but correctly solves her equation part b leading to an answer other than 12 and shows sufficient work to support her answer 7 points 8 points 9 points 10 points The student is unable to accurately complete the tape diagrams but produces work that serves as evidence that she is initiating understanding of solving real world problems by writing and solving equations The student is unable to accurately complete the tape diagrams but produces work that serves as evidence that she is developing understanding of solving real world problems by writing and solving equations The student makes a single error when completing the tape diagrams The student accurately completes the tape diagrams including identifying the tapes based on the student each represents 1 point 2 points 3 points 4 points N A The student is unable to create an equation that accurately models the relationship between Julia s and Tayson s pyramids but produces work that serves as evidence that she is developing understanding of solving real world problems by writing and solving equations The student creates an equation that models the relationship between Julia s and Tayson s pyramids but her equation contains an error The student creates an equation that accurately models the relationship between Julia s and Tayson s pyramids 6 EE 6 6 EE 7 For example the student writes the expression c 15 2 points For example the student interprets the phrase fewer than as implying subtraction but mistakenly writes the equation 36 c 15 3 points For example the student writes the equation 36 c 15 4 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 Teacher Edition 153

Mid Mission Rubric Problem 4c 6 EE 6 6 EE 7 G6M6 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the number of cups in Tayson s pyramid but produces work that serves as evidence that she is initiating understanding of solving real world problems by writing and solving equations The student is unable to correctly determine the number of cups in Tayson s pyramid but produces work that serves as evidence that she is developing understanding of solving real world problems by writing and solving equations For example the student solves her equation incorrectly adding 15 to both sides as opposed to subtracting leading to an answer of 41 cups 5 6 EE 6 6 EE 7 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 determine the number of cups in Tayson s pyramid but makes a simple calculation error leading to an answer other than 21 The student provides the correct answer of 21 and shows sufficient work to support her answer Note if a student provides an incorrect equation in part b but solves it correctly in part c she should receive full credit for part c 3 points 4 points 5 points 6 points The student is unable to correctly determine the height of a single layer of cups but produces work that serves as evidence that she is initiating understanding of solving real world problems by writing and solving equations The student is unable to correctly determine the height of a single layer of cups but produces work that serves as evidence that she is developing understanding of solving real world problems by writing and solving equations The student provides an equation that accurately models the situation provides the correct answer of 4 25 inches or equivalent and provides sufficient work to support her answer For example the student attempts to draw a model of Julia s pyramid but is unable to use her model to solve the problem For example the student provides an equation that accurately models the situation but is unable to use her equation to solve the problem OR The student creates an equation that does not accurately model the situation but correctly solves her equation leading to an answer other than 4 25 inches and shows sufficient work to support her answer The student provides an equation that accurately models the situation and provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student provides an equation that accurately models the situation but makes a simple error when solving her equation leading to an answer other than 4 25 inches 8 points 10 points 12 points 14 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 154 ZEARN MATH Teacher Edition

G6M6 Problem 6a 6b 6 EE 4 7a 7b 6 EE 3 Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student correctly identifies 1 of the 2 pairs of expressions as either being equivalent or not equivalent and provides sufficient reasoning to support her choices OR The student correctly identifies each pair of expressions as either being equivalent or not equivalent but provides insufficient and or incomplete reasoning to support her choices The student correctly identifies each pair of expressions as either being equivalent or not equivalent and provides sufficient reasoning to support her choices The student is unable to correctly determine if each pair of expressions is equivalent but produces work that serves as evidence that she is developing understanding of identifying when two expressions are equivalent The student is unable to correctly determine if each pair of expressions is equivalent but produces work that serves as evidence that she is developing understanding of identifying when two expressions are equivalent For example the student attempts to visualize both expressions but uses different values for each expression For example the student only tests the expressions when a 1 and concludes they each pair is equivalent 7 points 8 points 9 points 10 points The student is unable to accurately complete parts a and b but produces work that serves as evidence that she is initiating understanding of applying the properties of operations to generate equivalent expressions The student accurately completes the expression in part a but is unable to correctly transform her expression in part b The student accurately completes the expression in part a and correctly transforms her expression in part b but provides insufficient and or incomplete work to support her answer OR The student accurately completes the expression in part a but makes a simple calculation error when multiplying 13 by 7 leading to an expression other than 13 w 91 The student accurately completes the expression in part a correctly transforms her expression in part b and shows sufficient work to support her answer 11 points 12 points For example the student writes 13 w and 13 7 inside the smaller rectangles in the area model 9 points For example the student rewrites 13 w 7 by only multiplying 13 and w leading to the expression 13 w 7 OR The student is not able to accurately complete the expression in part a but correctly transforms her expression in part b leading to an expression other than 13 w 91 and shows sufficient work to support her answer 10 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 ZEARN MATH Teacher Edition 155

156 ZEARN MATH Teacher Edition STUDENT 1a 1b 1c 2a 2b 3a 3b G6M6 Mid Mission Assessment Student Score Sheet 4a 4b 4c 5 6a 6b 7a 7b TOTAL SCORE

G6M6 Name Mid Mission Answer Key Echo Date GRADE 6 MISSION 6 Mid Mission Answer Key 1 Use the list of values below to determine the solution for each equation Show your work and or explain your choice 27 9 6 6 7 3 1 12 7 18 a p 12 6 18 12 6 6 6 p 18 b f 3 9 3 27 9 3 9 3 9 3 9 3 f 27 9 c 3 7 3 7 n 9 3 3 27 9 27 0 9 0 9 0 9 7 6 9 7 7 9 9 7 7 n 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 Teacher Edition 157

Mid Mission Answer Key G6M6 2 Here is a balanced hanger a Write an equation representing this hanger b 1 1 1 1 1 1 1 b 3 7 b Find the value of b Show and or explain how you found it b 4 1 1 1 3 Here is a balanced hanger a Write an equation representing this hanger 12 m 12 m 12 m 48 12 48 4m b Find the value of m Show and or explain how you found it m 12 m 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 158 ZEARN MATH Teacher Edition

G6M6 Mid Mission Answer Key Tayson and Julia are stacking cups to make a cup pyramid 4 Julia used 36 cups to make her pyramid If Tayson s pyramid has 15 fewer cups than Julia s how many cups did Tayson use a Let c represent the number of cups Tayson used to make his pyramid Label the tape diagrams to represent the situation 36 Julia s cup pyramid c Tayson s 15 cup pyramid b Create an equation to represent this situation 36 c 15 c Solve your equation from part b to answer the question 36 c 15 15 15 21 c Tayson used 21 cups to make his pyramid 5 Julia s pyramid has 8 layers of cups and is 34 inches tall How tall is each layer of cups Let h represent the height in inches of a single layer of cups Write and solve an equation to answer the question 8h 34 8 8 h 4 41 Each layer of cups is 34 17 1 44 8 4 4 25 inches tall 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 Teacher Edition 159

Mid Mission Answer Key G6M6 6 Decide if each pair of expressions is equivalent and explain how you know a 3a and a 2 if a 1 if a 2 a a a a a a a 2 2 Circle One a Equivalent Not Equivalent 3a and a 2 are only equal if a 1 so they are not equivalent expressions b d d d d d and 5d if d 1 if d 2 Circle One a a a a a d d d d d a a a a a d d d d d Equivalent Not Equivalent d d d d d and 5d are equal for all values of d so they are equivalent expressions 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 160 ZEARN MATH Teacher Edition

G6M6 Mid Mission Answer Key 7 Chambi is trying to find the area of this rectangle w 7 13 a Fill in the blanks to create an expression that represents the total area as the product of the rectangle s length and width Area 13 w 7 b Write an expression that represents the total area as the sum of areas of the two smaller rectangles Show your work Area 13 w 7 13w 13 7 13w 91 13 7 10 7 3 7 70 21 91 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 Teacher Edition 161

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PAGE 1 Name Date GRADE 6 MISSION 6 End of Mission Assessment 1 Rewrite each expression as an exponential expression a 3 3 3 3 3 b 1 2 1 2 1 2 c 2 5 2 5 2 5 2 5 2 5 2 5 2 29 equals 512 a Explain how to use that fact to evaluate 210 b Evaluate Show your work 210 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

PAGE 2 G6M6 END OF MISSION ASSESSMENT 3 Evaluate each expression Show your work a 63 56 7 4 b 99 34 9 c 7 16 1 4 2 4 2 4 Evaluate each expression for the given value of x Show your work a When x 3 4x2 b When x 4 23 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

PAGE 3 G6M6 END OF MISSION ASSESSMENT 5 A cyclist is traveling at a constant speed of 20 miles per hour Time in hours t Distance in miles d 1 2 3 1 4 10 50 a Complete the table with the amounts of time it takes the cyclist to travel certain distances or the distances traveled for certain amounts of time Show your work and or reasoning b Complete the equation to show the relationship between the number of miles and the number of hours the cyclist travels t c In your equation in part b explain which is the dependent variable and which is the independent a What is the speed of the parade in miles per hour Use the graph to support your answer b Write an equation that relates the distance traveled d for any amount of time t Distance miles 6 A parade is traveling at a constant speed The graph represents the number of miles the parade has traveled at various times 8 4 1 2 1 1 12 2 Times hours 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

End of Mission Standards End of Mission Assessment Standards Addressed in Topics C D Problem Number Standard Apply and extend previous understandings of arithmetic to algebraic expressions 6 EE 1 Write and evaluate numerical expressions involving whole number exponents 6 EE 2 Write read and evaluate expressions in which letters stand for numbers 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 For example use the formulas V s3 and A 6s2 to find the volume and surface area of a cube with sides of length s 12 1 2 3 4 4 Represent and analyze quantitative relationships between dependent and independent variables 6 EE 9 Use variables to represent two quantities in a real world problem that change in relationship to one another write an equation to express one 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 5 6 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 166 ZEARN MATH Teacher Edition

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 1b 1c 6 EE 1 2a 6 EE 1 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 NEARING UNDERSTANDING FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem FULL UNDERSTANDING The student does not correctly rewrite any of the expressions as exponential expressions but produces reasoning that serve as evidence that she is initiating understanding of writing numerical expressions involving whole number exponents The student correctly rewrites 1 expression as an exponential expression The student correctly rewrites 2 expressions as exponential expressions The student correctly rewrites all 3 expressions as exponential expressions 3 points 4 points 5 points 6 points The student is unable to accurately explain how to use 29 to evaluate 210 but produces work that serves as evidence that she is initiating understanding of evaluating numerical expressions involving whole number exponents The student is unable to accurately explain how to use 29 to evaluate 210 but produces work that serves as evidence that she is developing understanding of evaluating numerical expressions involving whole number exponents The student provides an accurate but incomplete explanation of how to use the provided fact to evaluate 210 The student provides an appropriate explanation of how to use the provided fact to evaluate 210 6 points 7 points For example the student says double it For example the student writes 29 in expanded form 5 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 Teacher Edition 167

End of Mission Rubric Problem 2b 6 EE 1 G6M6 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to accurately evaluate the expression but produces work that serves as evidence that she is developing understanding of evaluating numerical expressions involving whole number exponents The student provides the correct answer but provides insufficient and or incomplete work to support her answer OR The student shows sufficient understanding of how to evaluate 210 but makes a simple calculation error leading to an answer other than 1 024 The student provides the correct answer of 1 024 square inches and provides sufficient work to support her answer 3 points 4 points 5 points 6 points The student is unable to accurately evaluate the expression but produces work that serves as evidence that she is initiating understanding of evaluating numerical expressions The student is unable to accurately evaluate the expression but produces work that serves as evidence that she is developing understanding of evaluating numerical expressions The student provides the correct answer of 31 and provides sufficient work to support her answer For example the student evaluates the expression from left to right neglecting to follow the conventional order For example the student evaluates the multiplication before the division not recognizing that those operations should be performed in the order in which they appear in the expression i e from left to right 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 evaluate the expression but makes a simple calculation error leading to an answer other than 31 7 points 8 points 9 points 10 points The student is unable to accurately evaluate the expression but produces work that serves as evidence that she is initiating understanding of evaluating numerical expressions involving whole number exponents The student is unable to accurately evaluate the expression but produces work that serves as evidence that she is developing understanding of evaluating numerical expressions involving whole number exponents The student provides the correct answer of 90 and provides sufficient work to support her answer For example the student evaluates the expression from left to right neglecting to follow the conventional order and neglects the exponent entirely using 3 to evaluate the expression instead of 81 For example after evaluating 34 to be 81 the student evaluates the expression from left to right subtracting before dividing 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 evaluate the expression but makes a simple calculation error leading to an answer other than 90 7 points 8 points 9 points 10 points The student is unable to accurately evaluate the expression but produces work that serves as evidence that she is initiating understanding of evaluating numerical expressions involving whole number exponents For example the student correctly rewrites the expression in expanded form but is unable to use her new expression to evaluate 210 3a 6 EE 1 3b 6 EE 1 For example the student writes the quotient of 56 and 7 as 9 instead of 8 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 168 ZEARN MATH Teacher Edition

G6M6 Problem 3c 6 EE 1 4a 6 EE 1 6 EE 2c 4b 6 EE 1 6 EE 2c 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 evaluate the expression but makes a simple calculation error leading to an answer other than 1 The student provides the correct answer of 1 and provides sufficient work to support her answer The student is unable to accurately evaluate the expression but produces work that serves as evidence that she is initiating understanding of evaluating numerical expressions involving whole number exponents The student is unable to accurately evaluate the expression but produces work that serves as evidence that she is developing understanding of evaluating numerical expressions involving whole number exponents For example the student neglects the exponent and simply finds the sum of all 3 fractions For example the student squares both 14 and 24 prior to adding them thinking that exponents should be evaluated prior to addition 7 points 8 points 9 points 10 points The student is unable to accurately evaluate the expression but produces work that serves as evidence that she is initiating understanding of evaluating algebraic expressions for specific values of their variables The student is unable to accurately evaluate the expression but produces work that serves as evidence that she is developing understanding of evaluating algebraic expressions for specific values of their variables The student provides the correct answer of 36 and provides sufficient work to support her answer For example the student replaces x with 3 in the expression but is unable to proceed in evaluating her new expression For example the student multiples 4 and 3 prior to using the exponent not recognizing that the exponent only applies to the 3 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 evaluate the expression but makes a simple calculation error leading to an answer other than 36 5 points 6 points 7 points 8 points The student is unable to accurately evaluate the expression but produces work that serves as evidence that she is initiating understanding of evaluating algebraic expressions for specific values of their variables The student is unable to accurately evaluate the expression but produces work that serves as evidence that she is developing understanding of evaluating algebraic expressions for specific values of their variables The student provides the correct answer of 16 81 and provides sufficient work to support her answer For example the student replaces x with 4 in the expression but is unable to proceed in evaluating her new expression For example the student only applies the exponent to the numerator and not to both the numerator and denominator 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 evaluate the expression but makes a simple calculation error leading to an answer other than 16 81 5 points 6 points 7 points 8 points For example the student uses 38 instead of 34 as the sum of 14 and 24 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 Teacher Edition 169

End of Mission Rubric Problem 5a 6 EE 9 G6M6 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student accurately completes 2 3 empty cells in the table and provides sufficient work to support her answers The student accurately completes all 5 empty cells in the table but provides insufficient and or incomplete work to support her answers OR The student accurately completes 4 empty cells in the table and provides sufficient work to support her answers The student accurately completes all 5 empty cells in the table and provides sufficient work to support her answers 3 points 4 points 5 points 6 points The student is unable to create an equation that accurately models the relationship between miles and hours but produces work that serves as evidence that she is initiating understanding of representing quantitative relationships The student is unable to create an equation that accurately models the relationship between miles and hours but produces work that serves as evidence that she is developing understanding of representing quantitative relationships The student creates an equation that models the relationship between miles and hours but her equation contains an error The student creates an equation that accurately models the relationship between miles and hours For example the student writes d in one of the blanks but leaves the other blank For example the student mistakenly uses the reciprocal of the correct unit rate leading to the equation t 20 d 5 points 6 points 7 points 8 points The student is unable to accurately explain which variable is dependent and which independent but produces work that serves as evidence that she is initiating understanding of analyzing quantitative relationships The student is unable to accurately explain which variable is dependent and which independent but produces work that serves as evidence that she is developing understanding of analyzing quantitative relationships The student provides an accurate but incomplete explanation of the dependent and independent variables The student provides an appropriate explanation of the dependent and independent variables The student accurately completes 1 empty cell in the table and provides sufficient work to support her answer For example the student uses the given information to complete the first row of the table by writing 20 in the empty cell 5b 6 EE 9 5c 6 EE 9 For example the student explains that time is independent because it stands alone in the equation 3 points 4 points For example the student writes the equation 1 t 20 neglecting to write the other variable For example the student 1 writes the equation t 20 d For example the student simply identifies time as the dependent variable and distance as the independent variable 5 points 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 170 ZEARN MATH Teacher Edition

G6M6 Problem 6a 6 EE 9 6b 6 EE 9 End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer but provides insufficient and or incomplete evidence of using the provided graph to support her answer The student provides the correct answer of 4 miles per hour and provides sufficient evidence of using the provided graph to support her answer The student is unable to correctly determine the speed of the parade but produces work that serves as evidence that she is initiating understanding of analyzing quantitative relationships using graphs The student is unable to correctly determine the speed of the parade but produces work that serves as evidence that she is developing understanding of analyzing quantitative relationships using graphs For example the student identifies the coordinates of the points plotted on the graph For example the student circles the point 1 4 but is unable to use the point to fully answer the question 5 points 6 points 7 points 8 points The student is unable to create an equation that accurately models the relationship between miles and hours but produces work that serves as evidence that she is initiating understanding of representing quantitative relationships The student is unable to create an equation that accurately models the relationship between miles and hours but produces work that serves as evidence that she is developing understanding of representing quantitative relationships The student creates an equation that models the relationship between distance and time but her equation contains an error The student creates an equation that accurately models the relationship between distance and time For example the student writes the expression 4t neglecting to create an equation that relates distance to time For example the student mistakenly writes the equation d t 3 points 4 points For example the student mistakenly uses the reciprocal of the correct unit rate leading to the equation d 14t 5 points For example the student writes the equation d 4t 6 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 ZEARN MATH Teacher Edition 171

172 ZEARN MATH Teacher Edition STUDENT 1a 1b 1c 2a 2b 3a 3b 3c 4a G6M6 End of Mission Assessment Student Score Sheet 4b 5a 5b 5c 6a 6b TOTAL SCORE

G6M6 Name End of Mission Answer Key Echo Date GRADE 6 MISSION 6 End of Mission Answer Key 1 Rewrite each expression as an exponential expression 35 a 3 3 3 3 3 b 1 2 1 2 1 2 13 2 c 2 5 2 5 2 5 2 5 2 5 2 5 2 56 2 29 equals 512 a Explain how to use that fact to evaluate 210 210means we are multiplying ten factors of 2 Knowing that nine factors of 2 equals 512 means we need only multiply that value by one more factor of 2 to make a total of ten factors of 2 b Evaluate Show your work 210 1 024 210 29 2 512 2 1 024 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 Teacher Edition 173

End of Mission Answer Key G6M6 3 Evaluate each expression Show your work a 63 56 7 4 31 63 8 4 63 32 31 b 99 34 9 90 3 3 3 3 99 81 9 9 9 99 9 81 90 c 7 16 1 4 1 2 2 4 3 2 7 16 4 7 16 3 2 3 4 4 3 4 3 3 4 4 9 16 9 16 16 16 4 Evaluate each expression for the given value of x Show your work 36 a When x 3 4x2 4 3 2 4 9 36 b When x 4 2 4 16 81 2 x 3 3 2 3 2 3 16 4 4 2 3 2 3 2 2 2 2 3 3 3 3 9 2022 Zearn Licensed to you pursuant to Zearn s Terms of Use 16 81 9 81 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 174 ZEARN MATH Teacher Edition

G6M6 End of Mission Answer Key 5 A cyclist is traveling at a constant speed of 20 miles per hour Time in hours t Distance in miles d 1 20 2 40 x2 1 x3 4 x1 2 x5 5 2 1 2 1 60 5 65 1 4 3 x2 x3 4 x1 2 10 1 22 x5 50 a Complete the table with the amounts of time it takes the cyclist to travel certain distances or the distances traveled for certain amounts of time Show your work and or reasoning b Complete the equation to show the relationship between the number of miles and the number of hours the cyclist travels t 1 20 d c In your equation in part b explain which is the dependent variable and which is the independent Time is dependent upon distance which is independent because my equation is solved for t a What is the speed of the parade in miles per hour Use the graph to support your answer The parade is moving 4 miles per hour which is shown by the point 1 4 hours miles b Write an equation that relates the distance traveled d for any amount of time t Distance miles 6 A parade is traveling at a constant speed The graph represents the number of miles the parade has traveled at various times 8 4 1 4 1 2 1 1 12 2 Times hours d 4t 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 Teacher Edition 175

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PAGE 1 Name Date GRADE 6 MISSION 7 Mid Mission Assessment 1 Plot and label the following points on the number line 4 5 2 1 5 4 3 2 1 0 1 1 2 The opposite of 3 2 3 4 2 Use the number line to fill in the blank with or to complete each statement of inequality 7 a 7 b 7 6 5 4 3 2 1 0 1 2 3 3 2 3 2 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

PAGE 2 G6M7 MID MISSION ASSESSMENT 3 Use the number line to determine whether each inequality is true or false Explain your choice 3 2 1 0 1 2 3 a 1 75 1 4 True False b 0 5 1 4 True False 1 12 True False d 2 2 75 True False c 1 4 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

PAGE 3 G6M7 MID MISSION ASSESSMENT 4 The table shows records of money related activities of a food truck owner Date Items Amount in dollars August 8 rent 1 500 August 8 breakfast sales 325 August 8 lunch sales 525 August 12 groceries and supplies 975 August 12 breakfast sales 275 August 12 lunch sales 495 August 14 breakfast sales 315 August 14 lunch sales 505 a Circle all of the items for which the food truck owner made money b What does the number 975 mean in this context c Did the food truck owner earn more money or spend more money on August 12 Explain how you know 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

PAGE 4 G6M7 MID MISSION ASSESSMENT 5 A new roller coaster is set to open at an amusement park Due to the height and speed of the roller coaster you must be taller than 48 inches to ride a Let h be the height of a person at the park Write an inequality to represent the required height to ride the new roller coaster b Graph your inequality in part a on the number line below c In the Kid Zone at the amusement park riders must be between 36 inches tall and 60 inches tall to ride the rides Write two inequalities to represent the acceptable heights in the Kid Zone d Graph your inequalities in part c on the number line below 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

G6M7 Mid Mission Standards Mid Mission Assessment Standards Addressed in Topics A B Problem Number Standard Apply and extend previous understandings of numbers to the system of rational numbers 6 NS 5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values e g temperature above below zero elevation above below sea level credits debits positive negative electric charge use positive and negative numbers to represent quantities in real world contexts explaining the meaning of 0 in each situation 4 6 NS 6 Understand a rational number as a point on the number line Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates c Find and position integers and other rational numbers on a horizontal or vertical number line diagram find and position pairs of integers and other rational numbers on a coordinate plane 1 6 NS 7 Understand ordering and absolute value of rational numbers a Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram For example interpret 3 7 as a statement that 3 is located to the right of 7 on a number line oriented from left to right b Write interpret and explain statements of order for rational numbers in realworld contexts For example write 3 C 7 C to express the fact that 3 C is warmer than 7 C c Understand the absolute value of a rational number as its distance from 0 on the number line interpret absolute value as magnitude for a positive or negative quantity in a real world situation For example for an account balance of 30 dollars write 30 30 to describe the size of the debt in dollars d Distinguish comparisons of absolute value from statements about order For example recognize that an account balance less than 30 dollars represents a debt greater than 30 dollars 2 3 4 Reason about and solve one variable equations and inequalities 6 EE 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 5 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 Teacher Edition 181

Mid Mission Rubric 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 NS 6c 2a 2b 6 NS 7 3a 3b 3c 3d 6 NS 7 DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem INITIATING 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 DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem FULL UNDERSTANDING The student correctly plots and labels 1 point The student correctly plots and labels 2 3 points The student correctly plots and labels 4 points OR The student correctly plots all 5 points but neglects to label them The student correctly plots and labels all 5 points 5 points 6 points 7 points 8 points The student provides the correct answer for part a but neglects to provide an answer for part b The student provides the incorrect answer for part a but reverses her inequality for part b demonstrating an understanding of absolute value but a misunderstanding of inequalities The student provides the correct answer for part a and provides the same answer for part b demonstrating a misunderstanding of absolute value The student provides the correct answer for both inequalities 5 points 6 points 7 points 8 points The student correctly identifies 1 of the 4 inequalities as being true or false and provides sufficient reasoning to support her choice OR The student does not correctly identify any of the inequalities as being true or false but produces reasoning that serve as evidence that she is initiating understanding of ordering rational numbers The student correctly identifies 2 of the 4 inequalities as being true or false and provides sufficient reasoning to support her choices The student correctly identifies 3 of the 4 inequalities as being true or false and provides sufficient reasoning to support her choices OR The student correctly identifies each inequality as being true or false but provides insufficient and or incomplete reasoning to support her choice The student correctly identifies each inequality as being true or false and provides sufficient reasoning to support her choices 11 points 12 points 13 points 14 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 182 ZEARN MATH Teacher Edition

G6M7 Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student correctly identifies some of the items for which the food truck owner made money but also identifies at least one item for which the owner did not The student correctly identifies all of the items for which the food truck owner made money but also identifies at least one item for which the owner did not The student correctly identifies some of the items for which the food truck owner made money and none of the items for which the owner did not The student correctly identifies all of the items for which the food truck owner made money 3 points 4 points 5 points 6 points N A The student is unable to accurately interpret the number within the context of the problem but produces evidence that she is developing understanding of rational numbers The student provides an accurate but insufficient interpretation of the number 975 The student provides an accurate and sufficient interpretation of the number 975 7 points 8 points 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 appropriately answer the question she must make use of absolute value but makes a simple calculation error when finding the sum of the breakfast and lunch sales leading her to think the owner made money The student provides the correct answer and shows sufficient work to support her answer 10 points 12 points Problem 4a 6 NS 5 4b 6 NS 5 For example the student believes the number means the owner received 975 on August 12 for groceries and supplies 6 points 4c 6 NS 5 6 NS 7b 6 NS 7d The student is unable to correctly determine whether or not the food truck owner made money but produces evidence that she is initiating understanding of rational numbers The student is unable to correctly determine whether or not the food truck owner made money but produces evidence that she is developing understanding of rational numbers For example the student neglects to use the absolute value of the money spent on groceries and supplies leading her to think the owner made money because 770 975 6 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 Teacher Edition 183

Mid Mission Rubric Problem 5a 6 EE 8 G6M7 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to create an inequality that accurately models the required height but produces evidence that she is initiating understanding of inequalities to represent constraints in real world problems The student is unable to create an inequality that accurately models the required height but produces evidence that she is developing understanding of using inequalities to represent constraints in real world problems For example the student writes the inequality h 48 mistakenly using the wrong inequality sign For example the student writes the inequality h 48 not recognizing that the problem calls for an exclusive inequality not an inclusive one 7 points 5b 6 EE 8 5c 6 EE 8 8 points NEARING UNDERSTANDING The student creates an inequality that accurately models the required height but neglects to use h in her inequality FULL UNDERSTANDING The student creates an inequality using h that accurately models the required height For example the student simply writes 48 9 points 10 points The student accurately graphs the solutions to her inequality from part a on the provided number line The student is unable to accurately graph her inequality from part a but produces evidence that she is initiating understanding of representing solutions to inequalities on a number line The student is unable to accurately graph her inequality from part a but produces evidence that she is developing understanding of representing solutions to inequalities on a number line The student shows sufficient evidence of understanding how to represent the solutions to an inequality on a number line but makes a simple error when creating her graph For example the student plots the numbers 49 50 51 and 52 on the number line as discrete points For example the student begins her graph at 49 the first whole number greater than 48 instead of beginning her graph at 48 For example the student uses a closed circle at 48 instead of an open one 9 points 10 points 11 points 12 points The student is unable to create an inequality that accurately models the acceptable heights but produces evidence that she is initiating understanding of inequalities to represent constraints in real world problems The student is unable to create an inequality that accurately models the acceptable heights but produces evidence that she is developing understanding of using inequalities to represent constraints in real world problems The student creates two inequalities that accurately model the acceptable heights but neglects to use h in her inequalities The student creates two inequalities both using h that accurately model the acceptable heights For example the student writes the inequality h 36 and h 60 mistakenly using the wrong inequality signs For example the student writes the inequalities h 36 and h 60 not recognizing that the problem calls for exclusive inequalities not inclusive ones 7 points 8 points For example the student simply writes 36 and 60 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 184 ZEARN MATH Teacher Edition

G6M7 Problem 5d 6 EE 8 Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to accurately graph her inequality from part c but produces evidence that she is initiating understanding of representing solutions to inequalities on a number line The student is unable to accurately graph her inequality from part c but produces evidence that she is developing understanding of representing solutions to inequalities on a number line The student shows sufficient evidence of understanding how to represent the solutions to an inequality on a number line but makes a simple error when creating her graph For example the student plots the numbers 37 through 59 on the number line as discrete points For example the student begins her graph at 37 the first whole number greater than 36 and ends her graph at 59 the largest whole number less than 60 For example the student uses closed circles at 36 and 60 instead of open ones 9 points 10 points 11 points NEARING UNDERSTANDING FULL UNDERSTANDING The student accurately graphs the solutions to her inequalities from part c on the provided number line 12 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 ZEARN MATH Teacher Edition 185

186 ZEARN MATH Teacher Edition STUDENT 1 2a 2b 3a 3b 3c 3d 4a 4b G6M7 Mid Mission Assessment Student Score Sheet 4c 5a 5b 5c 5d TOTAL SCORE

G6M7 Name Mid Mission Answer Key Joy Date GRADE 6 MISSION 7 Mid Mission Answer Key 1 Plot and label the following points on the number line 4 5 2 1 5 4 3 2 1 2 The opposite of 3 1 2 1 5 4 1 5 2 3 0 1 2 2 2 3 4 2 4 6 2 2 Use the number line to fill in the blank with or to complete each statement of inequality 7 a 7 b 7 6 5 4 3 2 1 0 1 2 3 3 2 3 2 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 Teacher Edition 187

Mid Mission Answer Key G6M7 3 Use the number line to determine whether each inequality is true or false Explain your choice 2 75 3 a 1 75 1 4 1 2 1 2 2 1 4 0 5 1 0 1 75 1 2 3 True False 1 1 75 is to the right of 4 so 1 75 1 4 b 0 5 1 4 True False 0 5 is to the left of 0 1 and is to the right of 0 4 c 1 4 1 12 True False 1 is to the right of 1 1 4 2 d 2 2 75 True False 2 is closer to 0 than 2 75 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 188 ZEARN MATH Teacher Edition

G6M7 Mid Mission Answer Key 4 The table shows records of money related activities of a food truck owner Date Items Amount in dollars August 8 rent 1 500 August 8 breakfast sales 325 August 8 lunch sales 525 August 12 groceries and supplies 975 August 12 breakfast sales 275 August 12 lunch sales 495 August 14 breakfast sales 315 August 14 lunch sales 505 a Circle all of the items for which the food truck owner made money b What does the number 975 mean in this context 975 means that the food truck owner spent 975 on groceries and supplies on August 12 c Did the food truck owner earn more money or spend more money on August 12 Explain how you know 975 975 275 496 770 975 770 The food truck owner spent more money than he recieved that day Breakfast and Lunch sales combined brought in 770 but he spent 975 on groceries and supplies 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 Teacher Edition 189

Mid Mission Answer Key G6M7 5 A new roller coaster is set to open at an amusement park Due to the height and speed of the roller coaster you must be taller than 48 inches to ride a Let h be the height of a person at the park Write an inequality to represent the required height to ride the new roller coaster h 48 b Graph your inequality in part a on the number line below 45 46 47 48 49 50 c In the Kid Zone at the amusement park riders must be between 36 inches tall and 60 inches tall to ride the rides Write two inequalities to represent the acceptable heights in the Kid Zone h 36 and h 60 d Graph your inequalities in part c on the number line below 36 60 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 190 ZEARN MATH Teacher Edition

PAGE 1 Name Date GRADE 6 MISSION 7 End of Mission Assessment 1 Complete the table by giving the coordinates of each point 5 Point Coordinates 4 A A 3 B 2 C C 1 D E y 5 4 3 2 1 1 2 3 D 1 2 3 4 5 x E B 4 5 2 Plot each point on the coordinate plane above and label each point with F G or H F 1 5 G 4 4 H 2 0 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

PAGE 2 G6M7 END OF MISSION ASSESSMENT 3 Nilu and her friends are taking an 8 day hiking trip The graph below shows their elevation at the beginning and end of each day The axis labeled E represents their elevation in meters The axis labeled d represents the day E 500 400 finish 300 start 200 Sea Level 100 0 100 1 2 3 4 5 6 7 8 9 d 200 300 400 500 Legend Daily starting elevation Daily ending elevation a What was their approximate starting elevation on Day 1 b What was their approximate lowest elevation over the course of the 8 day hike c What was the approximate total elevation change on Day 6 Use words numbers and or pictures to explain your thinking 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

PAGE 3 G6M7 END OF MISSION ASSESSMENT 4 The following points are the vertices of a polygon A 3 4 12 B is the reflection of A over the x axis C 3 4 12 D is the reflection of A over the y axis a Draw the polygon on the coordinate plane below 5 y 4 3 2 1 5 4 3 2 1 1 1 2 3 4 5 2 3 4 5 b Calculate the perimeter of the polygon Show your work The perimeter of the polygon is 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

PAGE 4 G6M7 END OF MISSION ASSESSMENT 5 For each pair of numbers find the greatest common factor Show your work a 12 and 16 b 24 and 60 6 For each pair of numbers find the least common multiple Show your work a 8 and 5 b 6 and 9 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

End of Mission Standards End of Mission Assessment Standards Addressed in Topics C D Problem Number Standard Compute fluently with multi digit numbers and find common factors and multiples 6 NS 4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12 Use the distributive property to express a sum of two whole numbers 1 100 with a common factor as a multiple of a sum of two whole numbers with no common factor For example express 36 8 as 4 9 2 5 6 Apply and extend previous understandings of numbers to the system of rational numbers 6 NS 6 Understand a rational number as a point on the number line Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates b Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane recognize that when two ordered pairs differ only by signs the locations of the points are related by reflections across one or both axes c Find and position integers and other rational numbers on a horizontal or vertical number line diagram find and position pairs of integers and other rational numbers on a coordinate plane 1 2 4 6 NS 8 Solve real world and mathematical problems by graphing points in all four quadrants of the coordinate plane Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate 3 Solve real world and mathematical problems involving area surface area and volume 6 G 3 Draw polygons in the coordinate plane given coordinates for the vertices use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate Apply these techniques in the context of solving real world and mathematical problems 4 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 Teacher Edition 195

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 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student correctly provides the coordinates for 1 point Problem 1 6 NS 6c 2 6 NS 6c 3a 6 NS 8 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 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 correctly provides the coordinates for 2 3 points OR The student reverses the coordinates in all 5 points The student correctly provides the coordinates for 4 points The student correctly provides the coordinates for all 5 points 7 points 8 points 9 points 10 points The student correctly plots and labels 1 point The student plots all 3 points using the first coordinate as the y coordinate and the second as the x coordinate The student correctly plots and labels 2 points OR The student correctly plots all 3 points but neglects to label them The student correctly plots and labels all 3 points 7 points 8 points 9 points 10 points N A The student is unable to correctly determine the approximate starting elevation but produces work that serves as evidence that she is developing understanding of how to use coordinates to solve real world problems The student is unable to determine the approximate starting elevation but produces work that serves as evidence that she is nearing understanding of how to use coordinates to solve real world problems The student provides a reasonable answer for the starting elevation For example the student misinterprets the key and provides the ending elevation For example the student circles the point she feels reflects the starting elevation but does not attempt to name it 1 point 2 points 3 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 196 ZEARN MATH Teacher Edition

G6M7 End of Mission Rubric INITIATING UNDERSTANDING Problem 3b N A 6 NS 8 DEVELOPING UNDERSTANDING The student is unable to correctly determine the approximate lowest elevation but produces work that serves as evidence that she is developing understanding of how to use coordinates to solve real world problems For example the student provides the day s during which the lowest elevation was reached as opposed to approximating the actual lowest elevation 3c 6 NS 8 4a 6 NS 6b 6 NS 6c 6 G 3 NEARING UNDERSTANDING The student is unable to determine the approximate lowest elevation but produces work that serves as evidence that she is nearing understanding of how to use coordinates to solve real world problems FULL UNDERSTANDING The student provides a reasonable answer for the lowest elevation For example the student circles the points she feels reflect the lowest elevation but does not attempt to name it 1 point 2 points 3 points The student is unable to correctly determine the approximate change in elevation but produces work that serves as evidence that she is initiating understanding of how to use coordinates to solve real world problems The student is unable to correctly determine the approximate change in elevation but produces work that serves as evidence that she is developing understanding of how to use coordinates to solve real world problems The student provides a reasonable answer for the change in elevation and provides sufficient evidence to support her answer For example the student circles both the starting and ending elevation for Day 6 on the graph but is unable to use those points to answer the question For example the student writes the expression 170 30 leading to an answer of 140 feet not recognizing the need to use absolute value throughout the problem The student provides a reasonable answer but provides insufficient and or incomplete evidence to support her answer OR The student shows sufficient evidence of understanding how to use coordinates to solve realworld problems but makes a simple calculation error leading to an unreasonable answer 9 points 10 points 11 points 12 points The student correctly plots 1 of the 4 points making an error when plotting 3 points leading to a shape that is not the intended rectangle The student correctly plots 2 of the 4 points making an error when plotting 2 points leading to a shape that is not the intended rectangle The student correctly plots 3 of the 4 points making an error when plotting 1 point leading to a shape that is not a rectangle OR The student correctly plots all 4 points but neglects to connect them to form a rectangle The student correctly plots all 4 points and connects them to form a rectangle 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 ZEARN MATH Teacher Edition 197

End of Mission Rubric Problem 4b 6 NS 8 5a 6 NS 4 5b 6 NS 4 G6M7 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer of 30 units or a correct perimeter based on an incorrect graph from part a and provides sufficient work to support her answer The student is unable to correctly determine the perimeter of the figure but produces work that serves as evidence that she is initiating understanding of polygons on the coordinate plane The student is unable to correctly determine the perimeter of the figure but produces work that serves as evidence that she is developing understanding of polygons on the coordinate plane For example the student accurately labels the side lengths of the polygon For example the student mislabels the side lengths of her figure leading to an incorrect perimeter 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 polygons on the coordinate plane but makes a simple calculation error leading to an answer other than 30 units 9 points 10 points 11 points 12 points The student is unable to correctly determine the greatest common factor but produces work that serves as evidence that she is initiating understanding of common factors The student is unable to correctly determine the greatest common factor but produces work that serves as evidence that she is developing understanding of common factors The student provides the correct answer of 4 and provides sufficient work to support her answer For example the student lists the factors of each number but is unable to use her lists to complete the problem For example the student creates an incomplete list of factors and selects the greatest common factor from her list leading to a common factor that is not the greatest common factor 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 determine the greatest common factor but makes a simple calculation error leading to an answer other than 4 7 points 8 points 9 points 10 points The student is unable to correctly determine the greatest common factor but produces work that serves as evidence that she is initiating understanding of common factors The student is unable to correctly determine the greatest common factor but produces work that serves as evidence that she is developing understanding of common factors The student provides the correct answer of 12 and provides sufficient work to support her answer For example the student lists the factors of each number but is unable to use her lists to complete the problem For example the student creates an incomplete list of factors and selects the greatest common factor from her list leading to a common factor that is not the greatest common factor 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 determine the greatest common factor but makes a simple calculation error leading to an answer other than 12 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 198 ZEARN MATH Teacher Edition

G6M7 Problem 6a 6 NS 4 6b 6 NS 4 End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the least common multiple but produces work that serves as evidence that she is initiating understanding of common multiples The student is unable to correctly determine the least common multiple but produces work that serves as evidence that she is developing understanding of common multiples For example the student lists some multiples of each number but is unable to use her lists to complete the problem For example the student provides a common multiple but not the least common multiple 7 points 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 determine the least common multiple but makes a simple calculation error leading to an answer other than 40 The student provides the correct answer of 40 and provides sufficient work to support her answer 8 points 9 points 10 points The student is unable to correctly determine the least common multiple but produces work that serves as evidence that she is initiating understanding of common multiples The student is unable to correctly determine the least common multiple but produces work that serves as evidence that she is developing understanding of common multiples The student provides the correct answer of 18 and provides sufficient work to support her answer For example the student lists some multiples of each number but is unable to use her lists to complete the problem For example the student provides a common multiple but not the least common multiple 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 determine the least common multiple but makes a simple calculation error leading to an answer other than 18 7 points 8 points 9 points 10 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 ZEARN MATH Teacher Edition 199

200 ZEARN MATH Teacher Edition STUDENT 1 2 3a 3b 3c 4a G6M7 End of Mission Assessment Student Score Sheet 4b 5a 5b 6a 6b TOTAL SCORE

G6M7 Name End of Mission Answer Key Joy Date GRADE 6 MISSION 7 End of Mission Answer Key 1 Complete the table by giving the coordinates of each point F y 5 Point Coordinates A 5 3 B 2 3 C 3 1 D 5 4 E 0 2 4 A 3 2 C 1 H 5 4 3 2 1 1 2 3 D 1 2 3 4 5 x E B 4 G 5 2 Plot each point on the coordinate plane above and label each point with F G or H F 1 5 G 4 4 H 2 0 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 Teacher Edition 201

End of Mission Answer Key G6M7 3 Nilu and her friends are taking an 8 day hiking trip The graph below shows their elevation at the beginning and end of each day The axis labeled E represents their elevation in meters The axis labeled d represents the day E 500 400 finish 300 start 200 Sea Level 100 0 100 1 2 3 4 5 6 7 8 9 d 200 Legend 300 Daily starting elevation 400 Daily ending elevation 500 a What was their approximate starting elevation on Day 1 About 225 meters above sea level b What was their approximate lowest elevation over the course of the 8 day hike About 375 meters below sea level c What was the approximate total elevation change on Day 6 Use words numbers and or pictures to explain your thinking Counting up from the approximate starting elevation of 175 meters gives me 175 meters to sea level then another 15 meters to their ending elevation In all the elevation change was approximately 190 meters Answers will vary but should show an understanding of the distance between the two points on Day 6 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 202 ZEARN MATH Teacher Edition

G6M7 End of Mission Answer Key 4 The following points are the vertices of a polygon A 3 4 12 B is the reflection of A over the x axis C 3 4 12 D is the reflection of A over the y axis a Draw the polygon on the coordinate plane below 5 3 A y 3 D 4 3 1 42 2 1 5 4 3 2 1 1 1 2 3 3 4 5 1 42 2 B 4 C 5 b Calculate the perimeter of the polygon Show your work P 2l 2w P 2 4 1 4 1 2 3 3 2 2 P 2 9 2 6 P 18 12 P 30 The perimeter of the polygon is 30 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 Teacher Edition 203

End of Mission Answer Key G6M7 5 For each pair of numbers find the greatest common factor Show your work a 12 and 16 12 1 2 3 4 6 12 16 1 2 4 8 16 b 24 and 60 24 1 x 24 60 1 x 60 2 x 12 2 x 30 4x6 3 x 20 8x3 4 x 15 5 x 12 6 x 10 6 For each pair of numbers find the least common multiple Show your work a 8 and 5 5 10 15 20 25 30 35 40 45 50 8 16 24 32 40 b 6 and 9 9 18 27 36 45 54 63 72 81 90 6 12 18 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 204 ZEARN MATH Teacher Edition

PAGE 1 Name Date GRADE 6 MISSION 8 Mid Mission Assessment 1 1 000 sixth grade students were asked the following questions Identify whether or not each question is a statistical question and explain your reasoning a How many feet are in a mile Statistical question Not a statistical question b How many consecutive miles can you run without stopping Statistical question Not a statistical question 2 Ursula asked her friends how many times they each had read their favorite book and recorded the data in the frequency table below Use the provided number line to build a dot plot that represents the data Be sure to title your dot plot Number of times read 1 2 3 4 5 6 7 Frequency Number 2 3 4 5 3 1 1 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

PAGE 2 G6M8 MID MISSION ASSESSMENT 3 A soccer coach records the number of goals scored per game for her two highest scoring players The data are shown on the dot plots below 0 1 2 3 4 0 1 2 3 4 Imeena s goals per game D Mon s goals per game a In how many games did D Mon play Explain how the dot plot can be used to determine the answer D Mon played in a total of games Explanation b What is the typical number of goals scored by each player Explain your reasoning D Mon typically scored Imeena typically scored goals per game goals per game Explanation 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

PAGE 3 G6M8 MID MISSION ASSESSMENT c What is the total number of goals scored by each player Explain how the dot plot can be used to determine the answer D Mon scored a total of goals Imeena scored a total of goals Explanation d Which player is a more consistent scorer Explain your reasoning 4 Rae asked her classmates how many books they read during the summer Use the results to create a frequency table and histogram Be sure to title your histogram Number of books 12 10 11 14 8 6 13 11 12 11 3 6 7 13 9 10 14 7 10 11 4 13 9 11 12 9 13 10 8 11 6 9 14 Frequency 0 3 3 6 6 9 12 10 8 6 4 2 9 12 0 0 3 12 15 12 15 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

PAGE 4 G6M8 MID MISSION ASSESSMENT 5 The histograms below show the price per movie ticket for 100 different movie theaters The first histogram shows data collected in the year 2000 while the second shows data from the year 2020 50 50 45 45 40 40 35 35 30 30 25 25 20 20 15 15 10 10 5 5 2 4 6 8 10 12 14 16 Price per movie ticket in 2000 18 20 2 4 6 8 10 12 14 16 18 20 Price per movie ticket in 2020 a What is the typical price per movie ticket in the year 2000 in the year 2020 Use the histograms to support your answers The typical price per movie ticket in the year 2000 was between and The typical price per movie ticket in the year 2020 was between and b Was there more variance in ticket prices in 2000 or in 2020 Explain your choice 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

Mid Mission Standards Mid Mission Assessment Standards Addressed in Topics A B Problem Number Standard Develop understanding of statistical variability 6 SP 1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages 6 SP 2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape 1 3 5 Summarize and describe distributions 6 SP 4 Display numerical data in plots on a number line including dot plots histograms and box plots 2 4 6 SP 5 Summarize numerical data sets in relation to their context such as by a Reporting the number of observations b Describing the nature of the attribute under investigation including how it was measured and its units of measurement 3 5 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 Teacher Edition 209

Mid Mission Rubric 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 INITIATING UNDERSTANDING Problem 1a 1b DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem N A 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 DEVELOPING UNDERSTANDING The student correctly identifies each question as being or not being a statistical question and provides sufficient reasoning to support her choices 8 points 9 points 10 points The student is unable to accurately model the data with a dot plot but produces work that serves as evidence that she is initiating understanding of displaying numerical data in plots The student is unable to accurately model the data with a dot plot but produces work that serves as evidence that she is developing understanding of displaying numerical data in plots The student accurately models the data with a dot plot and provides an appropriate title for her dot plot For example the student plots the number of times read instead of the frequency number For example the student correctly interprets the data as the number of times a book was read but makes several errors when plotting the data The student accurately models the data with a dot plot but provides an inappropriate title or no title for her dot plot OR The student provides an appropriate title for her dot plot but makes a simple error when plotting the data 9 points 10 points 11 points 12 points For example the student correctly explains the question in part a as a question that has a single correct answer and the question in part b as one that expects variance but misidentifies each as statistical or not 2 6 SP 4 FULL UNDERSTANDING The student correctly identifies each question as being or not being a statistical question but provides insufficient and or incomplete reasoning to support her choices OR The student correctly identifies 1 of the 2 questions as being or not being a statistical question and provides sufficient reasoning to support her choices 6 SP 1 The student is unable to correctly identify each question as being or not being a statistical question but produces reasoning that serves as evidence that she is developing understanding of statistical questions NEARING UNDERSTANDING FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem 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 210 ZEARN MATH Teacher Edition

G6M8 Problem 3a 6 SP 2 6 SP 5a 6 SP 5b 3b 6 SP 2 6 SP 5a 6 SP 5b Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the number of games D Mon played in but produces work that serves as evidence that she is initiating understanding of displaying numerical data in plots NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to correctly determine the number of games D Mon played in but produces work that serves as evidence that she is developing understanding of displaying numerical data in plots The student provides the correct answer but provides an insufficient and or incomplete explanation to support her answer OR The student shows sufficient evidence of understanding how to determine the number of games D Mon played in but makes a simple calculation error leading to an answer other than 10 The student provides the correct answer of 10 and provides an appropriate explanation to support her answer 7 points 8 points 9 points 10 points The student is unable to correctly determine the typical number of goals scored by each player but produces work that serves as evidence that she is initiating understanding of displaying numerical data in plots The student is unable to correctly determine the typical number of goals scored by each player but produces work that serves as evidence that she is developing understanding of displaying numerical data in plots The student provides the correct answers but provides an insufficient and or incomplete explanation to support her answers OR The student shows sufficient evidence of understanding the data presented in the dot plot but makes a simple calculation error leading to an answer other than 2 and or 3 The student provides the correct answers of 2 and 3 and provides an appropriate explanation to support her answers For example the student reports 2 for D Mon but is confused by Imeena s data having multiple modes leading her to put an incorrect answer or no answer for Imeena 3c 6 SP 2 6 SP 5a 6 SP 5b 7 points 8 points 9 points 10 points The student is unable to correctly determine the total number of goals scored by each player but produces work that serves as evidence that she is initiating understanding of displaying numerical data in plots The student is unable to correctly determine the total number of goals scored by each player but produces work that serves as evidence that she is developing understanding of displaying numerical data in plots The student provides the correct answers but provides an insufficient and or incomplete explanation to support her answers OR The student shows sufficient evidence of understanding the data presented in the dot plot but makes a simple calculation error leading to an answer other than 22 and or 23 The student provides the correct answers of 22 and 23 and provides an appropriate explanation to support her answers 10 points 12 points For example the student counts the dots not recognizing each dot has an associated value as reports that both players scored a total of 10 goals 6 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 Teacher Edition 211

Mid Mission Rubric Problem 3d 6 SP 2 6 SP 5a 6 SP 5b 4 6 SP 4 5a 6 SP 2 6 SP 5a 6 SP 5b G6M8 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly identify D Mon as the more consistent scorer but produces work that serves as evidence that she is developing understanding of displaying numerical data in plots The student is unable to correctly identify D Mon as the more consistent scorer but produces work that serves as evidence that she is developing understanding of displaying numerical data in plots For example the student misunderstands what it means for data to have a high level of variability leading her to think Imeena is more consistent because almost all of her plots have a stack of 3 dots For example the student thinks they are equally consistent since they scored about the same number of total goals 7 points NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer but provides an insufficient and or incomplete explanation to support her answer OR The student shows sufficient evidence of understanding the data presented in the dot plot but doesn t actually name D Mon as the more consistent scorer The student correctly identifies D Mon as the more consistent scorer and provides an appropriate explanation to support her answer 8 points 9 points 10 points The student is unable to accurately complete both the frequency table and histogram but produces work that serves as evidence that she is initiating understanding of displaying numerical data in plots The student is unable to accurately complete both the frequency table and histogram but produces work that serves as evidence that she is developing understanding of displaying numerical data in plots The student accurately completes the frequency table models the data with a histogram and provides an appropriate title for her histogram For example the student accurately completes the frequency table but is unable to use her frequency table to model the data with a histogram For example the student makes an error when completing the frequency table and an error when modeling the data in her frequency table with a histogram The student accurately completes the frequency table and models the data with a histogram but provides an inappropriate title or no title for her dot plot OR The student makes a simple error when completing the frequency table but accurately creates a histogram based on her frequency table and provides an appropriate title for her histogram 10 points 12 points 14 points 16 points The student is unable to correctly determine the typical price per movie ticket in each year but produces work that serves as evidence that she is initiating understanding of displaying numerical data in plots The student is unable to correctly determine the typical price per movie ticket in each year but produces work that serves as evidence that she is developing understanding of displaying numerical data in plots The student provides the correct answers of between 4 and 6 and between 10 and 12 and shows sufficient evidence of using the histograms to support her answer For example the student circles the bar representing the mode in 2000 but does nothing to the graph of the data for 2020 For example the student thinks the typical price in 2000 is between 4 and 6 but thinks the typical price in 2020 is between 12 and 14 since it s roughly in the middle of the histogram The student provides the correct answer but provides an insufficient and or incomplete explanation to support her answers OR The student shows sufficient evidence of understanding the data presented in the dot plot but provides answers that are slightly different than between 4 and 6 and between 10 and 12 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 212 ZEARN MATH Teacher Edition

G6M8 Problem 5b 6 SP 2 6 SP 5a 6 SP 5b Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly determine the year with more variance but produces work that serves as evidence that she is developing understanding of displaying numerical data in plots The student is unable to correctly determine the year with more variance but produces work that serves as evidence that she is developing understanding of displaying numerical data in plots For example the student misunderstands what it means for data to have a high level of variability leading her to think there was more variance in the year 2000 due to the bars varying in heights more than they do in the graph of the data from 2020 For example the student thinks the data has greater variance in 2000 because the heights of the bars seem to differ more from one another than they do in 2020 7 points 8 points NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer but provides an insufficient and or incomplete explanation to support her answer OR The student shows sufficient evidence of understanding the data presented in the dot plot but doesn t actually name 2020 as the year with more variance The student correctly identifies 2020 as having more variance and provides an appropriate explanation to support her answer 9 points 10 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 ZEARN MATH Teacher Edition 213

214 ZEARN MATH Teacher Edition STUDENT 1a 1b 2 3a 3b G6M8 Mid Mission Assessment Student Score Sheet 3c 3d 4 5a 5b TOTAL SCORE

G6M8 Name Mid Mission Answer Key Jaimie Date GRADE 6 MISSION 8 Mid Mission Answer Key 1 1 000 sixth grade students were asked the following questions Identify whether or not each question is a statistical question and explain your reasoning a How many feet are in a mile Statistical question Not a statistical question This question has single correct answer b How many consecutive miles can you run without stopping Statistical question Not a statistical question Since 1 000 students were surveyed I expect their answers to vary 2 Ursula asked her friends how many times they each had read their favorite book and recorded the data in the frequency table below Use the provided number line to build a dot plot that represents the data Be sure to title your dot plot Number of times read 1 2 3 4 5 6 7 Frequency Number 2 3 4 5 3 1 1 1 2 3 4 5 6 7 How many times have you read your favorite book 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 Teacher Edition 215

Mid Mission Answer Key G6M8 3 A soccer coach records the number of goals scored per game for her two highest scoring players The data are shown on the dot plots below 2 10 6 4 22 0 1 2 3 0 2 9 12 23 4 0 1 2 3 4 2 5 2 1 10 Imeena s goals per game D Mon s goals per game a In how many games did D Mon play Explain how the dot plot can be used to determine the answer 10 D Mon played in a total of Explanation games I can use the number of dots on the plot to determine the total number of games because each dot represents an individual game b What is the typical number of goals scored by each player Explain your reasoning D Mon typically scored 2 Imeena typically scored 3 Explanation goals per game goals per game D Mon s data have a clear peak at 2 and Imeena s data center around 3 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 216 ZEARN MATH Teacher Edition

G6M8 Mid Mission Answer Key c What is the total number of goals scored by each player Explain how the dot plot can be used to determine the answer D Mon scored a total of 22 Imeena scored a total of 23 goals goals Each dot represents the number of goals scored in a single game so I can add the values of the 10 dots to find the total number of goals scored by each player Explanation d Which player is a more consistent scorer Explain your reasoning I believe D Mon is the more consistent scorer because his dot plot has less variability than Imeena s dot plot 4 Rae asked her classmates how many books they read during the summer Use the results to create a frequency table and histogram Be sure to title your histogram 12 10 11 14 8 6 13 11 12 11 3 6 7 13 9 10 14 7 10 11 4 13 9 11 12 9 13 10 8 11 6 9 14 Number of books Frequency 0 3 0 3 6 2 6 9 6 9 12 13 12 15 9 12 10 8 6 4 2 0 0 3 12 15 Number of Books 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 Teacher Edition 217

Mid Mission Answer Key G6M8 5 The histograms below show the price per movie ticket for 100 different movie theaters The first histogram shows data collected in the year 2000 while the second shows data from the year 2020 50 50 45 45 40 40 35 35 30 30 25 25 20 20 15 15 10 10 5 5 2 4 6 8 10 12 14 16 Price per movie ticket in 2000 18 20 2 4 6 8 10 12 14 16 18 20 Price per movie ticket in 2020 a What is the typical price per movie ticket in the year 2000 in the year 2020 Use the histograms to support your answers The typical price per movie ticket in the year 2000 was between 4 and 6 The typical price per movie ticket in the year 2020 was between 10 and 12 b Was there more variance in ticket prices in 2000 or in 2020 Explain your choice Movie ticket prices had less variance in 2000 than they did in 2020 You can see this in the histograms since the data has a much greater spread in 2020 than in 2000 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 218 ZEARN MATH Teacher Edition

PAGE 1 Name Date GRADE 6 MISSION 8 End of Mission Assessment 1 Siriana received a new book for her birthday and decided to read each day until she finished the book She read a total of 497 pages in 7 days What is the mean number of pages Siriana read each day Show your work and or explain your reasoning The mean is pages 2 Use the data below to calculate the mean number of minutes Levi spent outside Show your work and or explain your reasoning Day of the week Monday Tuesday Wednesday Thursday Friday Saturday Sunday Minutes outside 20 15 20 25 20 60 50 Levi spent an average of minutes outside each day 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

PAGE 2 G6M8 END OF MISSION ASSESSMENT 3 Zion spent an average of 30 minutes outside each day Use the data below to answer the questions Day of the week Monday Tuesday Wednesday Thursday Friday Saturday Sunday Minutes outside 23 26 27 30 33 37 34 Distance from mean a Compute the distance from the mean for each day and record your results in the table b Calculate the mean absolute deviation for Zion s data Show your work and or explain your reasoning The average deviation from the mean for Zion s data is minutes 4 A restaurant recorded the number of people per party on a single night of service The data shown below on the dot plot represent the size of 10 different parties 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Number of people per party a Calculate the mean Show your work and or explain your reasoning 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

PAGE 3 G6M8 END OF MISSION ASSESSMENT b Calculate the median Show your work and or explain your reasoning c If the restaurant wanted to report the typical size of a party which measure of center should they choose Explain your reasoning 5 Mrs Hendershott recorded the height of each of her 6th grade students Her data is summarized in the table Minimum Height 32 inches Q1 42 inches Median Height 50 inches Q3 56 inches Maximum Height 62 inches a Create a box plot to represent the data Be sure to title your box plot 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 b Calculate the interquartile range of the data Show your work and or explain your reasoning The IQR is inches 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

PAGE 4 G6M8 END OF MISSION ASSESSMENT 6 The box plot shows data on the number of pets per family for a group of 6th grade students who live in City A The number of pets per family for a group of 6th grade students who live in City B are in the table Number of pets per family in City B 0 1 2 3 4 5 6 7 8 9 Number of pets per family in City A 10 11 12 2 5 4 12 4 3 10 5 6 4 4 3 3 5 3 4 a Draw a box plot on the same number line to represent the data from City B Show your work and or explain your reasoning b Indu thinks the typical family in City B has more pets than the typical family in City A Do you agree with her Explain your reasoning 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

End of Mission Standards End of Mission Assessment Standards Addressed in Topics C E Problem Number Standard Develop understanding of statistical variability 6 SP 3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number while a measure of variation describes how its values vary with a single number 1 4 Summarize and describe distributions 6 SP 4 Display numerical data in plots on a number line including dot plots histograms and box plots 5 6 6 SP 5 Summarize numerical data sets in relation to their context such as by c Giving quantitative measures of center median and or mean and variability interquartile range and or mean absolute deviation as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered d Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered 1 2 3 4 5 6 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 Teacher Edition 223

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 1 6 SP 3 6 SP 5c 2 6 SP 5c 3a 6 SP 5c 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 accurately calculate the mean but produces work that serves as evidence that she is initiating understanding of the mean of a data set The student is unable to accurately calculate the mean but produces work that serves as evidence that she is developing understanding of the mean of a data set 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 of 71 and provides sufficient work to support her answer For example the student makes multiple arithmetic errors when calculating the mean leading to an answer other than 71 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 the mean of a data set but makes a simple calculation error leading to an answer other than 71 5 points 6 points 7 points 8 points The student is unable to accurately calculate the mean but produces work that serves as evidence that she is initiating understanding of the mean of a data set The student is unable to accurately calculate the mean but produces work that serves as evidence that she is developing understanding of the mean of a data set The student provides the correct answer of 30 and provides sufficient work to support her answer For example the student provides the answer of 20 minutes mistaking the mode of the data set for the mean For example the student makes multiple arithmetic errors when calculating the mean leading to an answer other than 30 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 the mean of a data set but makes a simple calculation error leading to an answer other than 30 7 points 8 points 9 points 10 points The student accurately completes 1 2 cells in the Distance from mean row in the table The student accurately completes 3 4 cells in the Distance from mean row in the table The student accurately completes 5 6 cells in the Distance from mean row in the table The student accurately completes all 7 cells in the Distance from mean row in the table 3 points 4 points 5 points 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 224 ZEARN MATH Teacher Edition

G6M8 Problem 3b 6 SP 5c End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to accurately calculate the mean absolute deviation MAD but produces work that serves as evidence that she is initiating understanding of the mean absolute deviation MAD of a data set The student is unable to accurately calculate the mean absolute deviation MAD but produces work that serves as evidence that she is developing understanding of the mean absolute deviation MAD of a data set For example the student makes multiple arithmetic errors when calculating the mean absolute deviation MAD leading to an answer other than 4 4a 6 SP 5c 4b 6 SP 5c 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 of the mean absolute deviation MAD of a data set but makes a simple calculation error leading to an answer other than 4 The student provides the correct answer of 4 and provides sufficient work to support her answer 7 points 8 points 9 points 10 points The student is unable to accurately calculate the mean but produces work that serves as evidence that she is initiating understanding of the mean of a data set displayed in a dot plot The student is unable to accurately calculate the mean but produces work that serves as evidence that she is developing understanding of the mean of a data set displayed in a dot plot The student provides the correct answer of 5 and provides sufficient work to support her answer For example the student finds the total number of people but is unable to use that to solve the problem For example the student misinterprets the value of each dot in the plot leading her to calculate the mean as 10 5 or 2 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 the mean of a data set displayed in a dot plot but makes a simple calculation error leading to an answer other than 5 9 points 10 points 11 points 12 points The student is unable to accurately calculate the median but produces work that serves as evidence that she is initiating understanding of the median of a data set displayed in a dot plot The student is unable to accurately calculate the median but produces work that serves as evidence that she is developing understanding of the median of a data set displayed in a dot plot The student provides the correct answer of 3 and provides sufficient work to support her answer For example the student writes the numbers in order but is unable to use her list to solve the problem For example the student says there is no median since there are an even number of data points in the set not recognizing that the median would be the average of the 2 data points at the center of the data set 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 the median of a data set displayed in a dot plot but makes a simple error leading to an answer other than 3 5 points 6 points 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 Teacher Edition 225

End of Mission Rubric Problem 4c 6 SP 3 6 SP 5c 6 SP 5d G6M8 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to correctly identify the median as the better choice but produces work that serves as evidence that she is initiating understanding that the shape of a data distribution has an impact on the choice of which measure of center to report NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to correctly identify the median as the better choice but produces work that serves as evidence that she is developing understanding that the shape of a data distribution has an impact on the choice of which measure of center to report The student provides the correct answer but provides an insufficient and or incomplete explanation to support her answer OR The student shows sufficient evidence of understanding that the shape of a data distribution has an impact on the choice of which measure of center to report but doesn t actually name the median as the better choice The student correctly identifies the median as the better choice and provides an appropriate explanation to support her answer 5 points 6 points 7 points 8 points The student is unable to accurately model the data with a box plot but produces work that serves as evidence that she is initiating understanding of displaying numerical data in plots The student is unable to accurately model the data with a box plot but produces work that serves as evidence that she is developing understanding of displaying numerical data in plots The student accurately models the data with a box plot and provides an appropriate title for her dot plot For example the student plots each number of the 5 number summary on the number line For example the student box plot has no whiskers making it look like a tape diagram partitioned at 42 50 and 56 The student accurately models the data with a box plot but provides an inappropriate title or no title for her box plot OR The student provides an appropriate title for her box plot but makes a simple error when plotting the data 7 points 8 points 9 points 10 points The student is unable to accurately calculate the interquartile range IQR but produces work that serves as evidence that she is initiating understanding of the interquartile range IQR of a data set The student is unable to accurately calculate the interquartile range IQR but produces work that serves as evidence that she is developing understanding of the interquartile range IQR of a data set The student provides the correct answer of 14 and provides sufficient work to support her answer For example the student finds the full range of the data instead of the interquartile range For example the student shades the box representing the interquartile range 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 the interquartile range IQR of a data set but makes a simple calculation error leading to an answer other than 14 5 points 6 points 7 points 8 points For example the student thinks the mean is the better choice because it is greater in value 5a 6 SP 4 5b 6 SP 5c 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 226 ZEARN MATH Teacher Edition

G6M8 Problem 6a 6 SP 4 6b 6 SP 3 6 SP 5d End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student accurately models the data with a box plot and shows sufficient work to support her plot The student is unable to accurately model the data with a box plot but produces work that serves as evidence that she is initiating understanding of displaying numerical data in plots The student is unable to accurately model the data with a box plot but produces work that serves as evidence that she is developing understanding of displaying numerical data in plots For example the student lists all the data in order from least to greatest but is unable to use her list to create a box plot For example the student does not use any duplicate values building her box plot based only on the data set 2 3 4 5 6 10 12 The student accurately models the data with a box plot but provides insufficient and or incomplete work to support her plot OR The student shows sufficient evidence of understanding how to display numerical data with a box plot but makes a simple error when plotting the data 9 points 10 points 11 points 12 points The student is unable to correctly determine whether she agrees with Indu s thinking or not but produces work that serves as evidence that she is initiating understanding of displaying numerical data in plots The student is unable to correctly determine whether she agrees with Indu s thinking or not but produces work that serves as evidence that she is developing understanding of displaying numerical data in plots The student agrees but provides an insufficient and or incomplete explanation to support her answer OR The student shows sufficient evidence of understanding the data presented in the box plots but doesn t actually state that she agrees with Indu s thinking The student agrees and provides an appropriate explanation to support her answer 6 points 7 points 8 points For example the student identifies 2 as the median number of pets in City A 5 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 ZEARN MATH Teacher Edition 227

228 ZEARN MATH Teacher Edition STUDENT 1 2 3a 3b 4a G6M8 End of Mission Assessment Student Score Sheet 4b 4c 5a 5b 6a 6b TOTAL SCORE

G6M8 Name End of Mission Answer Key Leon Date GRADE 6 MISSION 8 End of Mission Answer Key 1 Siriana received a new book for her birthday and decided to read each day until she finished the book She read a total of 497 pages in 7 days What is the mean number of pages Siriana read each day Show your work and or explain your reasoning total number of pages The mean is 71 number of days pages 497 7 71 2 Use the data below to calculate the mean number of minutes Levi spent outside Show your work and or explain your reasoning Day of the week Monday Tuesday Wednesday Thursday Friday Saturday Sunday Minutes outside 20 15 20 25 20 60 50 15 20 20 20 25 50 60 7 Levi spent an average of 30 40 60 50 60 7 210 7 30 minutes outside each day 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 Teacher Edition 229

End of Mission Answer Key G6M8 3 Zion spent an average of 30 minutes outside each day Use the data below to answer the questions 30 30 30 30 30 30 30 Day of the week Monday Tuesday Wednesday Thursday Friday Saturday Sunday Minutes outside 23 26 27 30 33 37 34 Distance from mean 7 4 3 0 3 7 4 a Compute the distance from the mean for each day and record your results in the table b Calculate the mean absolute deviation for Zion s data Show your work and or explain your reasoning 0 3 3 4 4 7 7 28 7 4 The average deviation from the mean for Zion s data is 4 7 minutes 4 A restaurant recorded the number of people per party on a single night of service The data shown below on the dot plot represent the size of 10 different parties 2 15 8 1 2 3 4 5 6 10 7 8 9 10 11 12 15 50 13 14 15 Number of people per party a Calculate the mean Show your work and or explain your reasoning total of people of parties 50 10 5 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 230 ZEARN MATH Teacher Edition

G6M8 End of Mission Answer Key b Calculate the median Show your work and or explain your reasoning 2 3 3 3 3 3 4 4 10 15 3 c If the restaurant wanted to report the typical size of a party which measure of center should they choose Explain your reasoning They should choose the median 3 people because the mean was heavily influenced by two really large parties The majority of the parties had about 3 people 5 Mrs Hendershott recorded the height of each of her 6th grade students Her data is summarized in the table Minimum Height 32 inches Q1 42 inches Median Height 50 inches Q3 56 inches Maximum Height 62 inches a Create a box plot to represent the data Be sure to title your box plot 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 height in inches b Calculate the interquartile range of the data Show your work and or explain your reasoning IQR Q3 Q1 The IQR is 14 56 42 inches 14 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 Teacher Edition 231

End of Mission Answer Key G6M8 6 The box plot shows data on the number of pets per family for a group of 6th grade students who live in City A The number of pets per family for a group of 6th grade students who live in City B are in the table Number of pets per family in City B 0 1 2 3 4 5 6 7 8 9 10 11 12 Number of pets per family in City A 2 5 4 12 4 3 10 5 6 4 4 3 3 5 3 4 a Draw a box plot on the same number line to represent the data from City B Show your work and or explain your reasoning 2 3 3 3 3 Q1 4 4 4 4 Q2 4 5 5 5 6 10 12 Q3 b Indu thinks the typical family in City B has more pets than the typical family in City A Do you agree with her Explain your reasoning Yes While each data set has an IQR of 2 pets the box plot shows that half of the families in City B have between 3 and 5 pets whereas half of the families in City A only have between 1 and 3 pets Plus the median number of pets is higher in City B than in City A 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 232 ZEARN MATH Teacher Edition

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Math Math TEACHER EDITION GRADE 6 TEACHER EDITION Mission Assessments Answer Key TEACHER EDITION Grade 6 Mission Assessments Answer Key Zearnmath_TE_MAAK_Grade6 indd 1 6 GRADE 10 22 22 1 12 PM