Math is Ours
Name Period
Objectives / Objetivos
Content Objective: I can describe my problem-solving process, name strategies for getting unstuck, and identify the behaviors that make our class a community of math thinkers.
Language Objective: I can talk about problem solving using the phrases make sense of, get stuck, try a strategy, and work together.
Key Idea / Idea clave
Math Practices: Collaboration & Critique. 1. Explain your reasoning using precise mathematical language. 2. Listen actively to partner strategies and compare approaches. 3. Build on shared agreements to reach consensus
Vocabulary / Vocabulario
| Term / Término | Definition / Definición |
|---|---|
| make sense of a problem comprender un problema | To figure out what a problem is asking — what you know, and what you don't know yet. Descubrir qué pide un problema: qué sabes y qué no sabes todavía. |
| representation representación | A way of showing a problem — a drawing, table, equation, or model — that helps you see it. Una forma de mostrar un problema — un dibujo, una tabla, una ecuación o un modelo — que te ayuda a verlo. |
| strategy estrategia | A plan of attack for a problem — and something you can switch when you get stuck. Un plan para atacar un problema — y algo que puedes cambiar cuando te atascas. |
| critique criticar constructivamente | To examine an idea and say what is convincing or not — about the idea, never about the person. Examinar una idea y decir qué es convincente o no — sobre la idea, nunca sobre la persona. |
| community agreement acuerdo comunitario | A rule the whole class agrees to so that everyone can learn together. Una norma que toda la clase acepta para que todos puedan aprender juntos. |
Practice Preview / Vista previa de práctica
Read each task. Show your work in the spaces provided and explain how you know.
1. A bicycle rack holds 8 bikes, and each bike has 2 wheels. How many wheels are on the rack?
- A 4
- B 10
- C 16
- D 82
Answer:
2. You are solving a problem and realize your strategy is not making progress. What does the problem-solving process say to do?
- A Keep using the same strategy no matter what
- B Notice your progress has stalled and shift to a different strategy
- C Erase everything and decide the problem is impossible
- D Copy a classmate's paper
Answer:
3. The first rack has 16 wheels and the other rack has 6 times as many. How many BIKES does the bigger rack hold, if every bike has 2 wheels?
- A 24
- B 48
- C 96
- D 192
Answer:
4. A group solves a hard problem, but one student did all the talking while three stayed silent. By this lesson's standards, how did the GROUP do?
- A Perfectly — the answer was right, and that is all that matters
- B Not well — the talker should have stayed silent too
- C Perfectly — silent members were being respectful
- D Not well — a community shares thinking and takes turns, so three voices went unheard
Answer:
Reflection / Reflexión
One thing I learned today / Una cosa que aprendí hoy: