G6 m4-g-lesson 28-t

Lesson 28: Two-Step Problems―AllOperations
Date: 4/22/15 291
© 2013 Common Core, Inc. Some rightsreserved. commoncore.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM 6•4Lesson 28
𝟏𝟐𝟎
𝒋 𝟐𝟎
𝒅
Lesson 28: Two-Step Problems—AllOperations
Student Outcomes
 Students calculatethe solution of one-step equations by usingtheir knowledge of order of operations and the
properties of equality for addition,subtraction,multiplication,and division. Students employ tape diagrams to
determine their answer.
 Students check to determine if their solution makes the equation true.
FluencyExercise (5 minutes)
Addition of Decimals Sprint
Classwork
Mathematical ModelingExercise (6minutes)
Model the problems whilestudents followalong.
Mathematical Modeling Exercise
Juan hasgained 𝟐𝟎lb. since last year. He now weighs 𝟏𝟐𝟎lb. Rashod is 𝟏𝟓lb. heavier than Diego. IfRashod and Juan
weighed the same amountlast year, how much doesDiegoweigh? Allow 𝒋 to be Juan’sweightlast year (in lb.)and 𝒅 to
be Diego’sweight (in lb.).
Draw a tape diagram to represent Juan’sweight.
Draw a tape diagram to represent Rashod’sweight.
Draw a tape diagram to represent Diego’sweight.
𝒅 𝟏𝟓

Date: 4/22/15 292
What would combining all three tapediagrams look like?
Write an equation to representJuan’stapediagram.
𝒋 + 𝟐𝟎= 𝟏𝟐𝟎
Write an equation to representRashod’stape diagram.
𝒅 + 𝟏𝟓+ 𝟐𝟎= 𝟏𝟐𝟎
How can we use the final tape diagram or the equationsabove toanswer thequestion presented?
By combining 𝟏𝟓and 𝟐𝟎from Rashod’s equation, wecanuseour knowledgeofadditionidentities to determineDiego’s
weight.
The final tapediagram can beused to writea third equation 𝒅 + 𝟑𝟓 = 𝟏𝟐𝟎. Wecan useour knowledgeofaddition
identities to determineDiego’s weight.
Calculate Diego’sweight.
𝒅 + 𝟑𝟓− 𝟑𝟓= 𝟏𝟐𝟎− 𝟑𝟓
𝒅 = 𝟖𝟓
We can use identitiesto defendour thought that 𝒅 + 𝟑𝟓− 𝟑𝟓= 𝒅.
Doesyour answer make sense?
Yes, ifDiego weighs 𝟖𝟓lb., and Rashod weighs 𝟏𝟓lb. morethan Deigo, then Rashod weighs 𝟏𝟎𝟎lb., which is whatJuan
weighed beforehegained 𝟐𝟎lb.
Example 1 (5 minutes)
Assiststudents in solvingthe problem by providing step-by-step guidance.
Example 1
Marissahas twice asmuch money asFrank. Christinahas $𝟐𝟎more than Marissa. IfChristinahas $𝟏𝟎𝟎, how much
money doesFrank have? Let 𝒇 represent theamountofmoney Frank hasin dollarsand 𝒎 represent theamount of
money Marissa hasin dollars.

Date: 4/22/15 293
Draw a tape diagram to represent theamount ofmoney Frank has.
Draw a tape diagram to represent theamount ofmoney Marissahas.
Draw a tape diagram to represent theamount ofmoney Christinahas.
Which tape diagram provides enough informationto determine thevalue ofthevariable 𝒎?
The tapediagram that represents theamount ofmoney Christina has.
Write and solve the equation.
𝒎 + 𝟐𝟎= 𝟏𝟎𝟎
𝒎 + 𝟐𝟎− 𝟐𝟎= 𝟏𝟎𝟎− 𝟐𝟎
𝒎 = 𝟖𝟎
The identitieswe have discussed throughout themodulesolidify that 𝒎 + 𝟐𝟎− 𝟐𝟎= 𝒎.
What doesthe 𝟖𝟎represent?
𝟖𝟎is theamount ofmoney, in dollars, that Marissa has.
Now that we know Marissahas $𝟖𝟎, how can we use thisinformation tofind out how much money Frank has?
Wecan writean equationto represent Marissa’s tapediagramsincewenow know thelength is 𝟖𝟎.
Write an equation.
𝟐𝒇 = 𝟖𝟎
Solve the equation.
𝟐𝒇÷ 𝟐 = 𝟖𝟎÷ 𝟐
𝒇 = 𝟒𝟎
Once again, the identitieswe have usedthroughoutthe module can solidify that 𝟐𝒇 ÷ 𝟐 = 𝒇.
What doesthe 𝟒𝟎represent?
The 𝟒𝟎represents theamount ofmoney Frank has, in dollars.
Does 𝟒𝟎make sense in the problem?
Yes, becauseifFrank has $𝟒𝟎, then Marissa has twicethis, which is $𝟖𝟎. Then, Christinahas $𝟏𝟎𝟎becauseshehas $𝟐𝟎
morethan Marissa, whichis what theproblemstated.
𝟏𝟎𝟎
𝒎 𝟐𝟎
𝒇 𝒇
𝒇

Date: 4/22/15 294
𝟓𝟎
𝒓 𝟏𝟎
𝟗𝟎
𝒕 𝒕𝒕
Exercises(20 minutes: 5 minutesper station)
Students work in small groups to complete the followingstations.
Station One: Use tape diagramsto solve the problem.
Raeanais twice asold asMadeline and Laurais 𝟏𝟎yearsolder than Raeana. IfLaurais 𝟓𝟎yearsold, how old isMadeline?
Let 𝒎 represent Madeline’sage in yearsand let 𝒓 represent Raeana’sage in years.
Raeana’s TapeDiagram:
Madeline’s TapeDiagram:
Laura’s TapeDiagram:
Equation for Laura’s TapeDiagram:
𝒓 + 𝟏𝟎= 𝟓𝟎
𝒓 + 𝟏𝟎− 𝟏𝟎= 𝟓𝟎− 𝟏𝟎
𝒓 = 𝟒𝟎
Wenow know that Raeana is 𝟒𝟎years old, wecan usethis and Raeana’s tapediagram to determinetheageofMadeline.
𝟐𝒎 = 𝟒𝟎
𝟐𝒎 ÷ 𝟐 = 𝟒𝟎÷ 𝟐
𝒎 = 𝟐𝟎
Therefore, Madelineis 𝟐𝟎years old.
Station Two: Use tape diagramsto solve the problem.
Carli has 𝟗𝟎apps on her phone. Braylen hashalfthe amountofappsasTheiss. IfCarli has three times the amount of
appsas Theiss, how many appsdoes Braylen have? Let 𝒃represent thenumberof Braylen’sappsand 𝒕represent the
number ofTheiss’ apps.
Theiss’ Tape Diagram:
Braylen’s TapeDiagram:
Carli’s TapeDiagram:
Equation for Carli’s TapeDiagram:
𝟑𝒕 = 𝟗𝟎
𝟑𝒕÷ 𝟑 = 𝟗𝟎÷ 𝟑
𝒕 = 𝟑𝟎
Wenow know that Theiss has 𝟑𝟎apps on his phone. Wecan usethis information to writean equationfor Braylen’s tape
diagram and determinehowmany apps areon Braylen’s phone.
𝟐𝒃 = 𝟑𝟎
𝟐𝒃÷ 𝟐 = 𝟑𝟎÷ 𝟐
𝒃 = 𝟏𝟓
Therefore, Braylen has 𝟏𝟓apps on his phone.
𝒎 𝒎
𝒎
𝒃 𝒃
𝒕
MP.1

Date: 4/22/15 295
Station Three: Use tape diagramsto solve theproblem.
Reggie ran for 𝟏𝟖𝟎yardsduring the last football game, which is 𝟒𝟎moreyardsthan hisprevious personalbest. Monte
ran 𝟓𝟎 more yardsthan Adrian during the same game. IfMonte ran thesame amountofyards Reggie ran for hisprevious
personal best, how many yardsdid Adrian run? Let 𝒓 represent thenumberyardsReggie ran during his previous personal
best and a represent thenumberofyardsAdrian ran.
Reggie’s TapeDiagram:
Monte’s TapeDiagram:
Adrian’s TapeDiagram:
Combining all 3 tapediagrams:
Equation for Reggie’s TapeDiagram: 𝒓 + 𝟒𝟎 = 𝟏𝟖𝟎
Equation for Monte’s TapeDiagram:
𝒂 + 𝟓𝟎+ 𝟒𝟎= 𝟏𝟖𝟎
𝒂 + 𝟗𝟎= 𝟏𝟖𝟎
𝒂 + 𝟗𝟎− 𝟗𝟎= 𝟏𝟖𝟎− 𝟗𝟎
𝒂 = 𝟗𝟎
Therefore, Adrian ran 𝟗𝟎yards during thefootball game.
Reggie
Monte
𝒂 𝟓𝟎
𝒂
𝟏𝟖𝟎
𝒓 𝟒𝟎
𝒂 𝟓𝟎
𝒂
𝟏𝟖𝟎
𝒓 𝟒𝟎
𝟒𝟎
𝟗𝟎
MP.1

Date: 4/22/15 296
Station Four: Use tape diagramsto solve the problem.
Lance rideshisbike at apace of 𝟔𝟎milesperhour downhills. When Lanceisriding uphill, herides 𝟖milesper hour
slower than on flat roads. IfLance’sdownhill speed is 𝟒 timesfaster than his flat road speed, how fast doeshe travel
uphill? Let 𝒇 represent Lance’space on flat roadsin milesperhour and 𝒖 represent Lance’space uphillin milesperhour.
TapeDiagram for UphillPace:
TapeDiagram for Downhill:
Equation for Downhill Pace:
𝟒𝒇 = 𝟔𝟎
𝟒𝒇 ÷ 𝟒 = 𝟔𝟎÷ 𝟒
𝒇 = 𝟏𝟓
Equation for UphillPace:
𝒖 + 𝟖 = 𝟏𝟓
𝒖 + 𝟖 − 𝟖 = 𝟏𝟓− 𝟖
𝒖 = 𝟕
Therefore, Lancetravels at a paceof 𝟕 miles per hour uphill.
Closing(4 minutes)
 Use this time to go over the solutions to the stations and answer student questions.
 How did the tape diagrams help you create the expressions and equations thatyou used to solvethe
problems?
Exit Ticket (5 minutes)
𝒇
𝒖 𝟖
𝒇𝒇 𝒇 𝒇
𝟔𝟎MP.1

Date: 4/22/15 297
Name Date
Exit Ticket
Use tape diagrams and equations to solvethe problem with visual models and algebraic methods.
Alyssa is twiceas old as Brittany,and Jazmyn is 15 years older than Alyssa. If Jazmyn is 35 years old,how old is Brittany?
Let 𝑎 represent Alyssa’s agein years and 𝑏 repreent Brittany’s age in years.

Date: 4/22/15 298
𝒂 𝟏𝟓
𝟑𝟓
𝒄 𝟏𝟓
𝒄
𝟓𝟓
𝒅 𝟏𝟎
𝟏𝟎
𝟐𝟓
Exit Ticket Sample Solutions
Use tape diagramsand equationsto solve theproblemwith visual modelsand algebraicmethods.
Alyssais twice asold asBrittany, and Jazmyn is 𝟏𝟓yearsolder than Alyssa. IfJazmyn is 𝟑𝟓yearsold, how old isBrittany?
Let 𝒂 represent Alyssa’sage in yearsand 𝒃represent Brittany’sage in years.
Brittany’s TapeDiagram:
Alyssa’s TapeDiagram:
Jazmyn’s TapeDiagram:
Equation for Jazmyn’s TapeDiagram:
𝒂 + 𝟏𝟓 = 𝟑𝟓
𝒂 + 𝟏𝟓 − 𝟏𝟓 = 𝟑𝟓− 𝟏𝟓
𝒂 = 𝟐𝟎
Now that weknow Alyssa is 𝟐𝟎years old, wecan usethis information andAlyssa’s tapediagram to determineBrittany’s
age.
𝟐𝒃 = 𝟐𝟎
𝟐𝒃÷ 𝟐 = 𝟐𝟎÷ 𝟐
𝒃 = 𝟏𝟎
Therefore, Brittany is 𝟏𝟎years old.
Problem Set Sample Solutions
Use tape diagramsto solve each problem.
1. Dwayne scored 𝟓𝟓pointsin thelast basketball game,whichis 𝟏𝟎pointsmore than hispersonalbest. Lebron scored
𝟏𝟓pointsmore than Chrisin thesame game. Lebron scored thesame number ofpointsas Dwayne’spersonal best.
Let 𝒅 represent the number ofpoints Dwaynescored during hispersonal best and 𝒄represent the number ofChris’
points.
a. How many pointsdid Chrisscore during thegame?
Equation for Dwayne’s TapeDiagram: 𝒅 + 𝟏𝟎= 𝟓𝟓
Equation for Lebron’s Tape Diagram:
𝒄+ 𝟏𝟓+ 𝟏𝟎 = 𝟓𝟓
𝒄 + 𝟐𝟓 = 𝟓𝟓
𝒄+ 𝟐𝟓− 𝟐𝟓 = 𝟓𝟓− 𝟐𝟓
𝒄 = 𝟑𝟎
Therefore, Chris scored 𝟑𝟎points in thegame.
Dwayne
Lebron
𝒃 𝒃
𝒃

Date: 4/22/15 299
𝒃
𝒅 𝟏𝟎
𝒃 𝒃 𝒃
𝟏𝟐𝟎
b. If these are the only threeplayerswho scored, what wasthe team’stotal numberofpointsat the end ofthe
game?
Dwaynescored 𝟓𝟓points. Chris scored 𝟑𝟎points. Lebron scored 𝟒𝟓points (answer to Dwayne’s equation).
Therefore, thetotal number ofpoints scored is 𝟓𝟓+ 𝟑𝟎+ 𝟒𝟓 = 𝟏𝟑𝟎.
2. The number ofcustomersat Yummy Smoothies varies throughoutthe day. During the lunchrush on Saturday, there
were 𝟏𝟐𝟎customersat Yummy Smoothies. The number ofcustomersat Yummy Smoothiesduring dinner time was
𝟏𝟎customerslessthan the numberduring breakfast. The number ofcustomersat Yummy Smoothiesduring lunch
was 𝟑timesmore than during breakfast. How many people wereat Yummy Smoothiesduring breakfast? How
many people were at Yummy Smoothiesduring dinner? Let 𝒅 represent thenumber ofcustomersat Yummy
Smoothiesduring dinnerand 𝒃representthe number ofcustomersat Yummy Smoothiesduring breakfast.
TapeDiagrams for Lunch:
TapeDiagram for Dinner:
Equation for Lunch’s TapeDiagram:
𝟑𝒃 = 𝟏𝟐𝟎
𝟑𝒃÷ 𝟑 = 𝟏𝟐𝟎÷ 𝟑
𝒃 = 𝟒𝟎
Now that weknow 𝟒𝟎customers wereat Yummy Smoothies for breakfast, wecan usethis informationand thetape
diagram for dinner todeterminehow many customers wereat Yummy Smoothies during dinner.
𝒅 + 𝟏𝟎 = 𝟒𝟎
𝒅 + 𝟏𝟎− 𝟏𝟎 = 𝟒𝟎− 𝟏𝟎
𝒅 = 𝟑𝟎
Therefore, 𝟑𝟎 customers were at Yummy Smoothies during dinner and 𝟒𝟎customers during breakfast.

Date: 4/22/15 300
3. Karter has 𝟐𝟒t-shirts. The number of pairsofshoes Karter hasis 𝟖 lessthan the number ofpantshe has. Ifthe
number ofshirts Karter hasisdouble thenumberofpants he has, how many pairsofshoesdoes Karter have? Let 𝒑
represent thenumber ofpants Karter hasand 𝒔representthe number ofpairsof shoeshe has.
TapeDiagram for T-Shirts:
𝒑 𝒑
TapeDiagram for Shoes:
𝒔 𝟖
Equation for T-Shirts Tape Diagram:
𝟐𝒑 = 𝟐𝟒
𝟐𝒑÷ 𝟐 = 𝟐𝟒÷ 𝟐
𝒑 = 𝟏𝟐
Equation for Shoes TapeDiagram:
𝒔 + 𝟖 = 𝟏𝟐
𝒔 + 𝟖 − 𝟖 = 𝟏𝟐− 𝟖
𝒔 = 𝟒
Karter has 𝟒pairs ofshoes.
4. Darnell completed 𝟑𝟓push-upsin oneminute, which is 𝟖 morethan hispreviouspersonal best. Miacompleted
𝟔 more push-upsthan Katie. IfMiacompleted thesame amountofpush-upsasDarnell completed during his
previouspersonal best,how many push-upsdid Katiecomplete? Let 𝒅 representthe number ofpush-upsDarnell
completedduring hispreviouspersonal best and k represent thenumberofpush-upsKatie completed.
𝒅 𝟖
𝒌 𝟔 𝟖
𝒌 𝟏𝟒
𝒅 + 𝟖 = 𝟑𝟓
𝒌 + 𝟔 + 𝟖 = 𝟑𝟓
𝒌 + 𝟏𝟒 = 𝟑𝟓
𝒌 + 𝟏𝟒 − 𝟏𝟒 = 𝟑𝟓− 𝟏𝟒
𝒌 = 𝟐𝟏
Katiecompleted 𝟐𝟏push-ups.
𝒑
𝟑𝟓
𝟐𝟒

Date: 4/22/15 301
5. Justine swimsfreestyleat apace of 𝟏𝟓𝟎lapsper hour. Justineswimsbreaststroke 𝟐𝟎lapsper hourslower than she
swimsbutterfly. IfJustine’sfreestyle speed isthreetimesfaster than her butterfly speed, how fast doesshe swim
breaststroke? Let 𝒃representJustine’sbutterfly speed and 𝒓 represent Justine’sbreaststrokespeed.
TapeDiagram for Breaststroke:
𝒓 𝟐𝟎
TapeDiagram for Freestyle:
𝒃 𝒃 𝒃
𝟑𝒃 = 𝟏𝟓𝟎
𝟑𝒃÷ 𝟑 = 𝟏𝟓𝟎÷ 𝟑
𝒃 = 𝟓𝟎
Therefore, Justineswims butterfly at a paceof 𝟓𝟎laps per hour.
𝒓 + 𝟐𝟎= 𝟓𝟎
𝒓 + 𝟐𝟎− 𝟐𝟎= 𝟓𝟎− 𝟐𝟎
𝒓 = 𝟑𝟎
Therefore, Justineswims breaststrokeat a paceof 𝟑𝟎laps per hour.
𝒃
𝟏𝟓𝟎

Date: 4/22/15 302
Addition of Decimals – Round 1
Directions: Determine the sum of the decimals.
1. 1.3 + 2.1 18. 14.08 + 34.27
2. 3.6 + 2.2 19. 24.98 + 32.05
3. 8.3 + 4.6 20. 76.67 + 40.33
4. 14.3 + 12.6 21. 46.14 + 32.86
5. 21.2 + 34.5 22. 475.34 + 125.88
6. 14.81 + 13.05 23. 561.09 + 356.24
7. 32.34 + 16.52 24. 872.78 + 135.86
8. 56.56 + 12.12 25. 788.04 + 324.69
9. 78.03 + 21.95 26. 467 + 32.78
10. 32.14 + 45.32 27. 583.84 + 356
11. 14.7 + 32.8 28. 549.2 + 678.09
12. 24.5 + 42.9 29. 497.74 + 32.1
13. 45.8 + 32.4 30. 741.9 + 826.14
14. 71.7 + 32.6 31. 524.67 + 764
15. 102.5 + 213.7 32. 821.3 + 106.87
16. 365.8 + 127.4 33. 548 + 327.43
17. 493.4 + 194.8 34. 108.97 + 268.03
NumberCorrect:______

Date: 4/22/15 303
Addition of Decimals – Round 1 [KEY]
1. 1.3 + 2.1 𝟑. 𝟒 18. 14.08 + 34.27 𝟒𝟖. 𝟑𝟓
2. 3.6 + 2.2 𝟓. 𝟖 19. 24.98 + 32.05 𝟓𝟕. 𝟎𝟑
3. 8.3 + 4.6 𝟏𝟐. 𝟗 20. 76.67 + 40.33 𝟏𝟏𝟕
4. 14.3 + 12.6 𝟐𝟔. 𝟗 21. 46.14 + 32.86 𝟕𝟗
5. 21.2 + 34.5 𝟓𝟓. 𝟕 22. 475.34 + 125.88 𝟔𝟎𝟏. 𝟐𝟐
6. 14.81 + 13.05 𝟐𝟕. 𝟖𝟔 23. 561.09 + 356.24 𝟗𝟏𝟕. 𝟑𝟑
7. 32.34 + 16.52 𝟒𝟖. 𝟖𝟔 24. 872.78 + 135.86 𝟏, 𝟎𝟎𝟖. 𝟔𝟒
8. 56.56 + 12.12 𝟔𝟖. 𝟔𝟖 25. 788.04 + 324.69 𝟏, 𝟏𝟏𝟐. 𝟕𝟑
9. 78.03 + 21.95 𝟗𝟗. 𝟗𝟖 26. 467 + 32.78 𝟒𝟗𝟗. 𝟕𝟖
10. 32.14 + 45.32 𝟕𝟕. 𝟒𝟔 27. 583.84 + 356 𝟗𝟑𝟗. 𝟖𝟒
11. 14.7 + 32.8 𝟒𝟕. 𝟓 28. 549.2 + 678.09 𝟏, 𝟐𝟐𝟕. 𝟐𝟗
12. 24.5 + 42.9 𝟔𝟕. 𝟒 29. 497.74 + 32.1 𝟓𝟐𝟗. 𝟖𝟒
13. 45.8 + 32.4 𝟕𝟖. 𝟐 30. 741.9 + 826.14 𝟏, 𝟓𝟔𝟖. 𝟎𝟒
14. 71.7 + 32.6 𝟏𝟎𝟒. 𝟑 31. 524.67 + 764 𝟏, 𝟐𝟖𝟖. 𝟔𝟕
15. 102.5 + 213.7 𝟑𝟏𝟔. 𝟐 32. 821.3 + 106.87 𝟗𝟐𝟖. 𝟏𝟕
16. 365.8 + 127.4 𝟒𝟗𝟑. 𝟐 33. 548 + 327.43 𝟖𝟕𝟓. 𝟒𝟑
17. 493.4 + 194.8 𝟔𝟖𝟖. 𝟐 34. 108.97 + 268.03 𝟑𝟕𝟕

Date: 4/22/15 304
Addition of Decimals – Round 2
1. 3.4 + 1.2 18. 67.82 + 37.9
2. 5.6 + 3.1 19. 423.85 + 47.5
3. 12.4 + 17.5 20. 148.9 + 329.18
4. 10.6 + 11.3 21. 4 + 3.25
5. 4.8 + 3.9 22. 103.45 + 6
6. 4.56 + 1.23 23. 32.32 + 101.8
7. 32.3 + 14.92 24. 62.1 + 0.89
8. 23.87 + 16.34 25. 105 + 1.45
9. 102.08 + 34.52 26. 235.91 + 12
10. 35.91 + 23.8 27. 567.01 + 432.99
11. 62.7 + 34.89 28. 101 + 52.3
12. 14.76 + 98.1 29. 324.69 + 567.31
13. 29.32 + 31.06 30. 245 + 0.987
14. 103.3 + 32.67 31. 191.67 + 3.4
15. 217.4 + 87.79 32. 347.1 + 12.89
16. 22.02 + 45.8 33. 627 + 4.56
17. 168.3 + 89.12 34. 0.157 + 4.56
NumberCorrect:______
Improvement:______

Date: 4/22/15 305
Addition of Decimals – Round 2 [KEY]
1. 3.4 + 1.2 𝟒. 𝟔 18. 67.82 + 37.9 𝟏𝟎𝟓. 𝟕𝟐
2. 5.6 + 3.1 𝟖. 𝟕 19. 423.85 + 47.5 𝟒𝟕𝟏. 𝟑𝟓
3. 12.4 + 17.5 𝟐𝟗. 𝟗 20. 148.9 + 329.18 𝟒𝟕𝟖. 𝟎𝟖
4. 10.6 + 11.3 𝟐𝟏. 𝟗 21. 4 + 3.25 𝟕. 𝟐𝟓
5. 4.8 + 3.9 𝟖. 𝟕 22. 103.45 + 6 𝟏𝟎𝟗. 𝟒𝟓
6. 4.56 + 1.23 𝟓. 𝟕𝟗 23. 32.32 + 101.8 𝟏𝟑𝟒. 𝟏𝟐
7. 32.3 + 14.92 𝟒𝟕. 𝟐𝟐 24. 62.1 + 0.89 𝟔𝟐. 𝟗𝟗
8. 23.87 + 16.34 𝟒𝟎. 𝟐𝟏 25. 105 + 1.45 𝟏𝟎𝟔. 𝟒𝟓
9. 102.08 + 34.52 𝟏𝟑𝟔. 𝟔 26. 235.91 + 12 𝟐𝟒𝟕. 𝟗𝟏
10. 35.91 + 23.8 𝟓𝟗. 𝟕𝟏 27. 567.01 + 432.99 𝟏𝟎𝟎𝟎
11. 62.7 + 34.89 𝟗𝟕. 𝟓𝟗 28. 101 + 52.3 𝟏𝟓𝟑. 𝟑
12. 14.76 + 98.1 𝟏𝟏𝟐. 𝟖𝟔 29. 324.69 + 567.31 𝟖𝟗𝟐
13. 29.32 + 31.06 𝟔𝟎. 𝟑𝟖 30. 245 + 0.987 𝟐𝟒𝟓. 𝟗𝟖𝟕
14. 103.3 + 32.67 𝟏𝟑𝟓. 𝟗𝟕 31. 191.67 + 3.4 𝟏𝟗𝟓. 𝟎𝟕
15. 217.4 + 87.79 𝟑𝟎𝟓. 𝟏𝟗 32. 347.1 + 12.89 𝟑𝟓𝟗. 𝟗𝟗
16. 22.02 + 45.8 𝟔𝟕. 𝟖𝟐 33. 627 + 4.56 𝟔𝟑𝟏. 𝟓𝟔
17. 168.3 + 89.12 𝟐𝟓𝟕. 𝟒𝟐 34. 0.157 + 4.56 𝟒. 𝟕𝟏𝟕

G6 m4-g-lesson 28-t

Recommended

Recommended

More Related Content

What's hot

What's hot (9)

Similar to G6 m4-g-lesson 28-t

Similar to G6 m4-g-lesson 28-t (20)

More from mlabuski

More from mlabuski (20)

G6 m4-g-lesson 28-t