10.6 Small Group · Group 1

Tier 2 Intervention · Concrete-Representational-Abstract (CRA) · Dual-Language Anchors

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

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

In September I estimated the Ferris wheel: 20 cars with about 4 riders each is 20 × 4 = 80 riders — 'about 80.'
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.
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]

SECTION 2 REAL-WORLD CONTEXTS & PROBLEM SOLVING [Applications]

SECTION 3 MATHEMATICAL WRITING & ERROR ANALYSIS [Reasoning & Critique]

5 OPEN RESPONSE

How has your attitude about math changed over the year?
💬 Sentence Starter: In September I thought math was ___ .<br>Now I think ___ because ___ .
✏️ Mathematical Justification & Response
6 OPEN RESPONSE

How have you used math at home or with your family in new or different ways this year?
💬 Sentence Starter: This year at home I used math to ___ .<br>That was new for me because ___ .
✏️ Mathematical Justification & Response

✍️ The Writing Revolution (TWR) · Sentence Expansion Because · But · So

Complete each sentence stem to demonstrate precise mathematical reasoning:

BECAUSE The mathematical model proves the solution because each step preserves quantitative equivalence.

BUT An estimate provides a quick benchmark, but an exact proof is required for precision.

SO The quantities follow the standard rule, so the final result is verified with certainty.

📐 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

Problem from this year	Thinking	Answer
50% of 157
10% of 480
Riders per hour: 80 per turn × 6 turns