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Game, Set,

Match

6.NS.3

adapted from Open Up Resources: Grade 6 – Lesson 5.14

Primary Standard: 6.NS.3 - Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Supporting Standard: 5.MD.1 - Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems.

NOTE: This task involves a slide (slide 4) in which students consider the relationship between units in one system and units in a different system, which goes beyond the bounds of this standard. In 6RP, students will convert between two systems. The slide in this task does not have students do actual conversions but simply make estimates. Depending on your students’ proficiency, you may opt to skip this slide.

Task Focus: This task is designed to provide an opportunity for students to compute with decimals through thousandths, with a focus on adding and subtracting.

IMAGE:

https://commons.wikimedia.org/wiki/File:Tennis_Racket_and_Balls.jpg

https://www.needpix.com/photo/96602/tennis-court-tennis-net-court-sport-field-grass-green-lawn

https://commons.wikimedia.org/wiki/File:Kei_Nishikori_2008_US_Open.jpg

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Have you ever watched tennis and wondered about all those sections on a tennis court?

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Below are two drawings of a tennis court.

adapted from Open Up Resources: Grade 6 – Lesson 5.14

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The full court is used for doubles matches...

adapted from Open Up Resources: Grade 6 – Lesson 5.14

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...and the space between the doubles alley is used for singles matches.

adapted from Open Up Resources: Grade 6 – Lesson 5.14

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What is the total width of the court?

1) Use the next slide to solve the problem.

2) Come back to this slide and type the answer.

adapted from Open Up Resources: Grade 6 – Lesson 5.14

🍐 This is a Pear Deck Text Slide

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

Teacher’s Role: Clarify the situation and then circulate as students work in pairs, groups, or individually to complete the task. If students struggle to start, encourage them to use the diagram of the court to help them, labeling and highlighting to show what they know and what they need to figure out. Look for students who are using strategies/thought processes/procedures that are worth highlighting during the debrief, such as students whose strategies are similar in some ways but show a progression of efficiency or fluency and consider what order to have those students’ ideas shared, such as beginning with students whose strategies are more concrete or involve more steps and moving to students who are more efficient in their computation.

Questions To Ask:

• What do we know that will help us answer this question? What do we not know?

• What lengths on the court can you label that are not there? What lengths do you now know but can figure out? How could you figure them out?

• What does it mean to say that the net cuts the court in half?

• How long is the whole tennis court from front to back?

• How could you figure out how far it is from the baseline to the net?

• What does the question mean when it refers to “the distance between doubles alley”?

• What does is mean to say you have to find “how much longer” one distance is than the other?

What to look for:

• Students who find “how much longer” one distance than the other – or the difference between the differences – by subtracting the two lengths vs. by adding up.

• Students who are able to cut in half the quantity of 23.78.

• Students who are able to recognize that multiple steps have to be completed to answer this question.

• Students who are able to fluently compute with decimals even though they involve different numbers of places.

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What is the total width of the court?

adapted from Open Up Resources: Grade 6 – Lesson 5.14

🍐 This is a Pear Deck Drawing Slide

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

Teacher’s Role: Clarify the situation and then circulate as students work in pairs, groups, or individually to complete the task. If students struggle to start, encourage them to use the diagram of the court to help them, labeling and highlighting to show what they know and what they need to figure out. Look for students who are using strategies/thought processes/procedures that are worth highlighting during the debrief, such as students whose strategies are similar in some ways but show a progression of efficiency or fluency and consider what order to have those students’ ideas shared, such as beginning with students whose strategies are more concrete or involve more steps and moving to students who are more efficient in their computation.

Questions To Ask:

• What do we know that will help us answer this question? What do we not know?

• What lengths on the court can you label that are not there? What lengths do you now know but can figure out? How could you figure them out?

• What does it mean to say that the net cuts the court in half?

• How long is the whole tennis court from front to back?

• How could you figure out how far it is from the baseline to the net?

• What does the question mean when it refers to “the distance between doubles alley”?

• What does is mean to say you have to find “how much longer” one distance is than the other?

What to look for:

• Students who find “how much longer” one distance than the other – or the difference between the differences – by subtracting the two lengths vs. by adding up.

• Students who are able to cut in half the quantity of 23.78.

• Students who are able to recognize that multiple steps have to be completed to answer this question.

• Students who are able to fluently compute with decimals even though they involve different numbers of places.

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What is the distance from the baseline to the service line?

1) Use the next slide to solve the problem.

2) Come back to this slide and type the answer.

adapted from Open Up Resources: Grade 6 – Lesson 5.14

🍐 This is a Pear Deck Text Slide

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

Teacher’s Role: Clarify the situation and then circulate as students work in pairs, groups, or individually to complete the task. If students struggle to start, encourage them to use the diagram of the court to help them, labeling and highlighting to show what they know and what they need to figure out. Look for students who are using strategies/thought processes/procedures that are worth highlighting during the debrief, such as students whose strategies are similar in some ways but show a progression of efficiency or fluency and consider what order to have those students’ ideas shared, such as beginning with students whose strategies are more concrete or involve more steps and moving to students who are more efficient in their computation.

Questions To Ask:

• What do we know that will help us answer this question? What do we not know?

• What lengths on the court can you label that are not there? What lengths do you now know but can figure out? How could you figure them out?

• What does it mean to say that the net cuts the court in half?

• How long is the whole tennis court from front to back?

• How could you figure out how far it is from the baseline to the net?

• What does the question mean when it refers to “the distance between doubles alley”?

• What does is mean to say you have to find “how much longer” one distance is than the other?

What to look for:

• Students who find “how much longer” one distance than the other – or the difference between the differences – by subtracting the two lengths vs. by adding up.

• Students who are able to cut in half the quantity of 23.78.

• Students who are able to recognize that multiple steps have to be completed to answer this question.

• Students who are able to fluently compute with decimals even though they involve different numbers of places.

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What is the distance from the baseline to the service line?

adapted from Open Up Resources: Grade 6 – Lesson 5.14

🍐 This is a Pear Deck Drawing Slide

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

Teacher’s Role: Clarify the situation and then circulate as students work in pairs, groups, or individually to complete the task. If students struggle to start, encourage them to use the diagram of the court to help them, labeling and highlighting to show what they know and what they need to figure out. Look for students who are using strategies/thought processes/procedures that are worth highlighting during the debrief, such as students whose strategies are similar in some ways but show a progression of efficiency or fluency and consider what order to have those students’ ideas shared, such as beginning with students whose strategies are more concrete or involve more steps and moving to students who are more efficient in their computation.

Questions To Ask:

• What do we know that will help us answer this question? What do we not know?

• What lengths on the court can you label that are not there? What lengths do you now know but can figure out? How could you figure them out?

• What does it mean to say that the net cuts the court in half?

• How long is the whole tennis court from front to back?

• How could you figure out how far it is from the baseline to the net?

• What does the question mean when it refers to “the distance between doubles alley”?

• What does is mean to say you have to find “how much longer” one distance is than the other?

What to look for:

• Students who find “how much longer” one distance than the other – or the difference between the differences – by subtracting the two lengths vs. by adding up.

• Students who are able to cut in half the quantity of 23.78.

• Students who are able to recognize that multiple steps have to be completed to answer this question.

• Students who are able to fluently compute with decimals even though they involve different numbers of places.

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A junior tennis court is 18.29 meters long.

How much shorter is a junior tennis court than an adult tennis court?

1) Use the next slide to solve the problem.

2) Come back to this slide and type the answer.

adapted from Open Up Resources: Grade 6 – Lesson 5.14

🍐 This is a Pear Deck Text Slide

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

Teacher’s Role: Clarify the situation and then circulate as students work in pairs, groups, or individually to complete the task. If students struggle to start, encourage them to use the diagram of the court to help them, labeling and highlighting to show what they know and what they need to figure out. Look for students who are using strategies/thought processes/procedures that are worth highlighting during the debrief, such as students whose strategies are similar in some ways but show a progression of efficiency or fluency and consider what order to have those students’ ideas shared, such as beginning with students whose strategies are more concrete or involve more steps and moving to students who are more efficient in their computation.

Questions To Ask:

• What do we know that will help us answer this question? What do we not know?

• What lengths on the court can you label that are not there? What lengths do you now know but can figure out? How could you figure them out?

• What does it mean to say that the net cuts the court in half?

• How long is the whole tennis court from front to back?

• How could you figure out how far it is from the baseline to the net?

• What does the question mean when it refers to “the distance between doubles alley”?

• What does is mean to say you have to find “how much longer” one distance is than the other?

What to look for:

• Students who find “how much longer” one distance than the other – or the difference between the differences – by subtracting the two lengths vs. by adding up.

• Students who are able to cut in half the quantity of 23.78.

• Students who are able to recognize that multiple steps have to be completed to answer this question.

• Students who are able to fluently compute with decimals even though they involve different numbers of places.

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A junior tennis court is 18.29 meters long. How much shorter is a junior tennis court than an adult tennis court?

adapted from Open Up Resources: Grade 6 – Lesson 5.14

🍐 This is a Pear Deck Drawing Slide

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

Teacher’s Role: Clarify the situation and then circulate as students work in pairs, groups, or individually to complete the task. If students struggle to start, encourage them to use the diagram of the court to help them, labeling and highlighting to show what they know and what they need to figure out. Look for students who are using strategies/thought processes/procedures that are worth highlighting during the debrief, such as students whose strategies are similar in some ways but show a progression of efficiency or fluency and consider what order to have those students’ ideas shared, such as beginning with students whose strategies are more concrete or involve more steps and moving to students who are more efficient in their computation.

Questions To Ask:

• What do we know that will help us answer this question? What do we not know?

• What lengths on the court can you label that are not there? What lengths do you now know but can figure out? How could you figure them out?

• What does it mean to say that the net cuts the court in half?

• How long is the whole tennis court from front to back?

• How could you figure out how far it is from the baseline to the net?

• What does the question mean when it refers to “the distance between doubles alley”?

• What does is mean to say you have to find “how much longer” one distance is than the other?

What to look for:

• Students who find “how much longer” one distance than the other – or the difference between the differences – by subtracting the two lengths vs. by adding up.

• Students who are able to cut in half the quantity of 23.78.

• Students who are able to recognize that multiple steps have to be completed to answer this question.

• Students who are able to fluently compute with decimals even though they involve different numbers of places.

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What is he driving?