Your class is raising money for a field trip. Use equations and inequalities to track progress, plan sales, and decide whether your fundraiser will hit the goal — before it's too late.
Your class wants to raise money for a field trip that costs $300. So far you have raised some money, but you need more. Work through four phases: write and solve an equation to find how much more you need, solve a multiplication equation for your sales plan, write an inequality to describe the goal condition, and finally decide whether your plan will work. Fill every box, hit Solve & Verify, and finish the planning checklist. Then print your fundraiser plan.
Write and solve an addition equation: amount already raised + x = fundraiser goal. Solve for x to find how much more you need to collect.
The equation is: raised + x = goal. Use the inverse operation: subtract raised from both sides. For $85 + x = $300 → x = $300 − $85 = $215. Then verify: $85 + $215 = $300 ✓
Your class will sell baked goods. You know the price per item and the total you need from sales. Solve a multiplication equation to find how many items to sell.
The equation is: n × price = target (n is the number of items). Divide both sides by price: n = target ÷ price. For 5n = 150 → n = 150 ÷ 5 = 30. Verify: 5 × 30 = 150 ✓. Make sure target ÷ price has no remainder!
An inequality describes many possible values at once. Write the condition "we need to raise at least G dollars" as an inequality, describe the solution set, and see sample values that work.
For "at least $300", use ≥. The inequality is x ≥ 300. The solution set is all numbers 300 or greater: 300, 301, 310, 400, 500 … On a number line, draw a closed circle at 300 (closed = includes 300) and shade to the right. If the symbol were strictly >, use an open circle.
Use your numbers from Phases 1–3 to decide whether the plan works. Then verify a known inequality answer to prove your algebra is solid.
Write your complete fundraiser plan (3–5 sentences). Include the equation for how much more is needed, the sales equation and item count, the inequality condition, and your conclusion about whether the plan meets the goal.
| Category | 4 — Expert | 3 — Proficient | 2 — Developing |
|---|---|---|---|
| Add/Sub Equations (6.EE.7) | Equation correct; solution verified by substitution with work shown | Solution correct | Attempted with a computation error |
| Mult/Div Equations (6.EE.7) | Equation correct; solution verified by substitution with work shown | Solution correct | Attempted with a computation error |
| Inequalities (6.EE.8) | Correct symbol, solution set described, number line correct, sample values tested | Correct inequality and solution set | Correct inequality symbol but solution set incomplete |
| Communication | Plan gives a clear conclusion supported by all equation and inequality work | Plan uses most numbers and reaches a conclusion | Plan is unclear or missing key numbers |