Grade 6 Mathematics · Pre-UnitStandard MPP.3

Lesson 1.6Math is Ours

Start hereWords, worked example, and sentence starters

Name Date Period

Learning target 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.

Start hereWords for this lesson

Read each word before you begin. Say it out loud.

WordWhat it meansExample
representationSpanish: representación A way of showing a problem — a drawing, table, equation, or model — that helps you see it. The same 12 shown three ways: a tape diagram, a table, and 3 × 4.
strategySpanish: estrategia A plan of attack for a problem — and something you can switch when you get stuck. “I will draw a tape diagram first, then divide” — chosen before computing.
critiqueSpanish: criticar constructivamente To examine an idea and say what is convincing or not — about the idea, never about the person. “That step assumes the boxes are full — how do we know?”
community agreementSpanish: acuerdo comunitario A rule the whole class agrees to so that everyone can learn together. “We take turns sharing, and we critique ideas, not people.”

How it worksWorked example

These numbers are not on your problems. The steps are. Follow them with your own numbers.

First I make sense of it: one rack holds 8 bikes, each bike has 2 wheels, so this rack has 8 × 2 = 16 wheels. The other rack has 6 times as many wheels — that is what I don't know yet.

  1. I choose a representation: 6 equal groups of 16. Then I make a plan: multiply.
  2. 16 × 6 = 96, so the other rack has about 96 wheels. I check my progress: 96 is 6 groups of 16, and 16 × 6 = 96, so my answer matches my plan.

Now you trySame steps, your turn

The steps are the same as the worked example. The numbers are yours. Do the work.

When we do math, sometimes we get stuck. What can we try?

Answer:

Say it and write itSentence starters

Finish each sentence out loud with a partner. Then use them in your writing.

  • comes before getting stuck because , but only helps once .
  • When I get stuck I can .
  • I can also .
  • The last time I worked with someone, we .

Word bank representationstrategycritiquecommunity agreementmake sense of a problem

Watch outA common mistake

Treating 'stuck' as a stop sign instead of a signal — waiting silently instead of trying a strategy: asking a question, drawing the problem, or recalling a similar problem.

Grade 6 Mathematics · Pre-UnitStandard MPP.3

Lesson 1.6Math is Ours

Version ASupported practice

Mastery check☐ Exceeds☐ Meets target☐ Needs practice
Name Date Period

Learning target 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.

Part 1Understand the ideamodels and meaning
  1. 1Circle the letter of the best answer. Show how you know.

    You read a problem and have no idea where to start. According to this lesson, what does that mean?

    1. AYou are doing math — getting stuck is part of the process, and there are strategies to try
    2. BYou are not a math person
    3. CThe problem is broken and should be skipped
    4. DYou should wait silently until someone gives you the answer

    Hint What does the lesson say sometimes happens when we do math?

    Show your work
  2. 2Circle the letter of the best answer. Show how you know.

    A classmate shares an idea you think is wrong. What does our community do?

    1. ASay 'that's wrong' and move on
    2. BStay silent so nobody's feelings are hurt
    3. CLaugh, because wrong answers are funny
    4. DCritique the idea respectfully — not the classmate

    Hint What do we critique — the person or the idea?

    Show your work
Part 2Apply itreal-world problems
  1. 3Circle the letter of the best answer. Show how you know.

    A bicycle rack holds 8 bikes, and each bike has 2 wheels. How many wheels are on the rack?

    1. A4
    2. B10
    3. C16
    4. D82

    Hint How many groups, and how many wheels in each group?

    Show your work
  2. 4Circle the letter of the best answer. Show how you know.

    Another bicycle rack has 6 times as many wheels as the rack with 16 wheels. About how many wheels does it have?

    1. AAbout 22
    2. BAbout 66
    3. CAbout 96
    4. DAbout 616

    Hint '6 times as many' tells you the operation.

    Show your work
Part 3Explain and correctreasoning
  1. 5Answer in complete sentences.

    Name TWO strategies from this lesson you can try when you get stuck on a problem.

    Sentence starter When I get stuck I can ___ .
    I can also ___ .
    Write your answer
  2. 6Answer in complete sentences.

    What did you do the last time you worked with someone to solve a math problem?

    Sentence starter The last time I worked with someone, we ___ .
    One thing my partner did that helped was ___ .
    Write your answer

Explain your thinkingCompare your two sorts. Which move belongs BEFORE you're stuck and which one only helps AFTER the plan stalls — and how would you tell a classmate which one they need right now?

Sentence starter ___ comes before getting stuck because ___, but ___ only helps once ___.

How did it go? ☐ 4 · I can teach it☐ 3 · I've got it☐ 2 · I need a hint☐ 1 · I need help
Grade 6 Mathematics · Pre-UnitStandard MPP.3

Lesson 1.6Math is Ours

Version BCore practice

Mastery check☐ Exceeds☐ Meets target☐ Needs practice
Name Date Period

Learning target 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.

Part 1Understand the ideamodels and meaning
  1. 1Circle the letter of the best answer. Show how you know.

    You are solving a problem and realize your strategy is not making progress. What does the problem-solving process say to do?

    1. AKeep using the same strategy no matter what
    2. BNotice your progress has stalled and shift to a different strategy
    3. CErase everything and decide the problem is impossible
    4. DCopy a classmate's paper
    Show your work
Part 2Apply itreal-world problems
  1. 2Circle the letter of the best answer. Show how you know.

    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?

    1. A24
    2. B48
    3. C96
    4. D192
    Show your work
  2. 3Circle the letter of the best answer. Show how you know.

    You are working on your own and get stuck. Which move follows BOTH parts of our working-alone agreements?

    1. AImmediately call across the room to a friend
    2. BSit silently for the rest of class without seeking help
    3. CTake a classmate's paper to see their work
    4. DTry a get-unstuck strategy first, then quietly ask for help without interrupting classmates unnecessarily
    Show your work
Part 3Explain and correctreasoning
  1. 4Answer in complete sentences.

    Describe your problem-solving process in order, from reading the problem to checking your answer. Use at least three steps from this lesson.

    Write your answer
  2. 5Answer in complete sentences.

    What part of problem solving is easy for you? What part is challenging?

    Write your answer
  3. 6Answer in complete sentences.

    What skills and knowledge do you bring to a group that help the group be successful?

    Write your answer

Explain your thinkingCompare your two sorts. Which move belongs BEFORE you're stuck and which one only helps AFTER the plan stalls — and how would you tell a classmate which one they need right now?

How did it go? ☐ 4 · I can teach it☐ 3 · I've got it☐ 2 · I need a hint☐ 1 · I need help
Grade 6 Mathematics · Pre-UnitStandard MPP.3

Lesson 1.6Math is Ours

ChallengeExtension

Mastery check☐ Exceeds☐ Meets target☐ Needs practice
Name Date Period

Learning target 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.

Part 1Understand the ideamodels and meaning
  1. 1Write the letter of the matching item on each line.

    Match each stuck moment to the strategy that gets you unstuck.

    1. My strategy is not making progress
    2. I don't understand the problem
    3. My answer looks unreasonable
    4. My partner got a different answer
    • ATry a different entry point
    • BRestate it in your own words
    • CCheck it against an estimate
    • DCompare steps and find where they differ
Part 2Apply itreal-world problems
  1. 2Circle the letter of the best answer. Show how you know.

    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?

    1. APerfectly — the answer was right, and that is all that matters
    2. BNot well — the talker should have stayed silent too
    3. CPerfectly — silent members were being respectful
    4. DNot well — a community shares thinking and takes turns, so three voices went unheard
    Show your work
Part 3Explain and correctreasoning
  1. 3Answer in complete sentences.

    Write THREE community agreements you would propose for our class — at least one for working together and one for working alone — and for each, say what it protects.

    Write your answer
  2. 4Answer in complete sentences.

    Solve this with your full process, narrating each step: a rack has 16 wheels, and another rack has 6 times as many wheels. If a third rack held HALF as many wheels as the big rack, how many bikes would fit on it?

    Write your answer
  3. 5Answer in complete sentences.

    A classmate says: 'Math class would be better with no group work — thinking is private.' Using this lesson, write a respectful critique of that IDEA.

    Write your answer

Explain your thinkingCompare your two sorts. Which move belongs BEFORE you're stuck and which one only helps AFTER the plan stalls — and how would you tell a classmate which one they need right now?

How did it go? ☐ 4 · I can teach it☐ 3 · I've got it☐ 2 · I need a hint☐ 1 · I need help