MPP.3 Lesson 10-6-group1 🟡 Group 1 · Set B
MASTERY CHECK
☐ Exceeds☐ Meets Target☐ Needs Practice

10.6 Small Group · Group 1

Second Practice Form · Re-Teach, Homework or Retake · Same Standard, New Problems

math biography · reflect · Procedural Fluency · Real-World Applications

Interactive Workbench & Models →
Name: Date: Period: Learning Goal:
■ CONCEPT SUMMARY & GUIDED NOTES: Let's build it together — Your math story, one year later
1We are all doers of math and use math in our daily lives. Our math stories continue to grow and evolve as we grow and advance.
  • In Lesson 1-1 you estimated riders on a Ferris wheel, decomposed 78.5, and wrote your math story. The question now is not 'what is math?' but 'how have I changed as a doer of math?' We'll walk through a worked example, try one together, then you'll try a few with hints right there when you need them.
2Worked Example — Watch me reread my September work
  1. In September I estimated the Ferris wheel: 20 cars with about 4 riders each is 20 × 4 = 80 riders — 'about 80.'
  2. Now I can go further with this year's math: at 6 turns an hour, that wheel moves about 80 × 6 = 480 riders per hour.
  3. Same wheel, same me — but my toolbox grew. That difference IS my math story.
3Mathematical Word Bank
  • math biography (biografía matemática) — The story of your relationship with math — and how it has changed over time.
  • reflect (reflexionar) — To look back at what you did, felt, and learned, and think about what it means.
  • growth (crecimiento) — The change between what you could do before and what you can do now.
  • confidence (confianza) — Trusting yourself to try a problem, even when the first attempt might fail.
  • community (comunidad) — The people and places around you — where math shows up outside the classroom.
4Watch out
  • Treating your math story as finished — writing the same answers you wrote in Lesson 1-1 instead of looking for what actually changed. The story grows and evolves; a retrospective that copies September has missed the point.
SECTION 1 CONCEPTUAL UNDERSTANDING & VISUAL MODELS [Visual Modeling]
  1. 1 MULTIPLE CHOICE

    Which statement matches this lesson's big idea about math stories?

    1. AOur math stories continue to grow and evolve as we grow
    2. BYour math story was finished when you wrote it in September
    3. COnly students with high grades have a math story
    4. DA math story never changes once it is written
    ✏️ Workspace & Solution Steps
SECTION 2 REAL-WORLD CONTEXTS & PROBLEM SOLVING [Applications]
  1. 2 MULTIPLE CHOICE

    Now stretch the September estimate with this year's math: about 80 riders per turn, 6 turns each hour. About how many riders per hour?

    1. AAbout 480
    2. BAbout 86
    3. CAbout 13
    4. DAbout 800
    ✏️ Workspace & Solution Steps
  2. 3 MULTIPLE CHOICE

    Percents were new this year. What is 50% of 157?

    1. A78.5
    2. B77.5
    3. C31.4
    4. D107
    0%50%100%
    Work
    1. 1Whole100% is what number?
    2. 2Find 10%Divide by 10.
    3. 3BuildAdd or multiply to the percent.
    4. 4CheckIs it under or over the whole?
  3. 4 MULTIPLE CHOICE

    Which of these is the strongest evidence that YOUR math reasoning grew this year?

    1. AYou can explain why a method works, not just follow its steps
    2. BYou finish worksheets faster than in September
    3. CYou memorized more answers than before
    4. DYou stopped making any mistakes
    ✏️ Workspace & Solution Steps
SECTION 3 MATHEMATICAL WRITING & ERROR ANALYSIS [Reasoning & Critique]
  1. 5 OPEN RESPONSE

    As a result of what we learned together this year, where do you see math used in your community?

    💬 Sentence Starter: In my community I see math at ___ .<br>This year taught me to also notice ___ .
    ✏️ Mathematical Justification & Response
  2. 6 OPEN RESPONSE

    What challenges did you face in math this year, and how did you respond to these challenges?

    💬 Sentence Starter: My biggest challenge this year was ___ .<br>I responded by ___ , and now ___ .
    ✏️ Mathematical Justification & Response
📐 CER MATHEMATICAL PROOF MATRIX (CER 2.0) SMP.3 / Proof & Justification

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

C Claim
Starter: My mathematical claim is that the solution is...
E Evidence
Starter: The evidence from the model/table demonstrates that...
R Reasoning
Starter: This proves my answer because the standard mathematical definition of...
Student Mastery Self-Assessment:
1 · Need More Support
2 · Getting Closer
3 · Got It / Solid
4 · Master / Can Teach It