MPP.3 Lesson 1-1-group2 🟣 Group 2 · Set B
MASTERY CHECK
☐ Exceeds☐ Meets Target☐ Needs Practice

1.1 Small Group · Group 2

Second Challenge Form · Non-Routine Extension · Same Standard, New Problems

doer of math · math story · Procedural Fluency · Real-World Applications

Interactive Workbench & Models →
Name: Date: Period: Learning Goal:
■ ADVANCED CONCEPT ANCHOR: Push further — We are all doers of math
1Everyone uses math daily. We do it differently, and sharing how we do it makes all of us better at it — and you can say why it is true, and where it would stop being true.
  • You already can do this. So we go up a level, not up a number: find what is always true, show it a second way, and be ready to defend it with a reason instead of an answer.
2Worked Example — Watch me estimate the Ferris wheel
  1. The Ferris wheel has 20 cars, and about 4 people fit in each car. About how many people can ride at one time?
  2. I count the cars: 20. Then I estimate how many riders fit in one car: about 4.
  3. I do not count every person — an estimate is a reasoned answer that is close enough to be useful.
  4. 20 × 4 = 80, so I would say “about 80 people.”
3Second Model — Try it together — then prove it
  1. 5 = 70 + 8.5.
  2. 5 = 78 + 0.5.
  3. 5 = 80 − 1.5.
  4. Every one of those is the same number wearing different clothes. Find two more.
  5. Now prove it: say why that move had to work at all — not just that it did.
  6. Sentence frame — convince a skeptic: "My method works because ___ . It would stop working if ___ ."
4Mathematical Word Bank
  • doer of math (persona que hace matemáticas) — Anyone who uses mathematical thinking — which is everyone, every day.
  • math story (historia matemática) — Your own history with mathematics — what you have done, felt, and learned so far.
  • strength (fortaleza) — Something you already do well and can share with others.
  • decompose (descomponer) — To break a number into parts that add, subtract, multiply, or divide back to it.
  • estimate (estimar) — A reasoned answer that is close enough to be useful, without counting every one.
5Watch out
  • Believing that 'doing math' only counts when it happens on paper in a classroom.
SECTION 1 REAL-WORLD CONTEXTS & PROBLEM SOLVING [Applications]
  1. 1 MULTIPLE CHOICE

    You estimate 80 riders and the true count is 78. Was your estimate useful?

    1. AYes — it was close enough to plan with
    2. BNo — an estimate is only useful if it is exact
    3. CNo — you should never estimate
    4. DYes — because any answer is fine
    ✏️ Workspace & Solution Steps
  2. 2 MULTIPLE CHOICE

    Which set shows FIVE different correct decompositions of 78.5?

    1. A70 + 8.5, 78 + 0.5, 80 − 1.5, 39.25 × 2, 157 ÷ 2
    2. B70 + 8.5, 78 + 5, 80 − 1.5, 39.25 × 2, 157 ÷ 2
    3. C70 + 8.5, 78 + 0.5, 80 + 1.5, 39.25 × 2, 157 ÷ 2
    4. D70 + 8.5, 78 + 0.5, 80 − 1.5, 39.25 × 3, 157 ÷ 2
    ✏️ Workspace & Solution Steps
SECTION 2 MATHEMATICAL WRITING & ERROR ANALYSIS [Reasoning & Critique]
  1. 3 OPEN RESPONSE

    What do you want math to be like for you this year?

    ✏️ Mathematical Justification & Response
  2. 4 OPEN RESPONSE

    Someone says “I'm just not a math person.” Using this lesson, write what you would say back.

    ✏️ Mathematical Justification & Response
  3. 5 OPEN RESPONSE

    Sharing math strengths helps everyone grow. Name a strength you have that you could TEACH someone, and how you would teach it.

    ✏️ Mathematical Justification & Response
  4. 6 ERROR ANALYSIS

    Fix our table's thinking

    1. 1The problem:A wheel has 23 cars holding about 4 riders each. Dev rounds 23 to 20 and says “about 80.” Priya rounds to 25 and says “about 100.” The operator needs to know whether one full turn can clear a line of 95 people. Whose estimate is more useful here, and why?
    2. 2A classmate at our table answered:Neither — only the exact answer 92 can be used for a decision

    Which step contains the error? Explain the mathematical misconception and write the correct calculation below.

    ✏️ Corrected Mathematical Work & Explanation
📐 CER MATHEMATICAL PROOF MATRIX (CER 2.0) SMP.3 / Proof & Justification

Writing Task: Justify why your mathematical solution is accurate and complete.

C Claim
State your direct mathematical answer/claim with units.
E Evidence
Cite exact numbers, calculations, dimensions, or graph data.
R Reasoning
Explain the mathematical theorem, property, or definition connecting evidence to claim.
Student Mastery Self-Assessment:
1 · Need More Support
2 · Getting Closer
3 · Got It / Solid
4 · Master / Can Teach It