MPP.3 Lesson 10-6-group2 🟣 Group 2 · Set B
MASTERY CHECK
☐ Exceeds☐ Meets Target☐ Needs Practice

10.6 Small Group · Group 2

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

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

Interactive Workbench & Models →
Name: Date: Period: Learning Goal:
■ ADVANCED CONCEPT ANCHOR: Push further — 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 — 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 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.
3Second Model — Try it together — then prove it
  1. In September we decomposed 78.5 as 70 + 8.5 and 80 − 1.5.
  2. This year we learned new ways to say the same number: 78.5 = 157 ÷ 2.
  3. And with percents: 50% of 157 = 78.5.
  4. Find one more way to write 78.5 using something you learned this year.
  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
  • 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.
5Watch 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 REAL-WORLD CONTEXTS & PROBLEM SOLVING [Applications]
  1. 1 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
SECTION 2 MATHEMATICAL WRITING & ERROR ANALYSIS [Reasoning & Critique]
  1. 2 OPEN RESPONSE

    Write a short letter to your September self. Tell them one thing about their math story that will change, and one piece of advice for the year ahead.

    ✏️ Mathematical Justification & Response
  2. 3 OPEN RESPONSE

    We are always growing and changing. Think about who you were five years ago and who you are now. In what ways have you changed? In what ways have you grown?

    ✏️ Mathematical Justification & Response
  3. 4 ERROR ANALYSIS

    Fix our table's thinking

    1. 1The problem:Which of these is the strongest evidence that YOUR math reasoning grew this year?
    2. 2A classmate at our table answered:You memorized more answers than before

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

    ✏️ Corrected Mathematical Work & Explanation
  4. 5 OPEN RESPONSE

    In September you estimated 157 riders. This year you learned percents. Show TWO different ways to find 50% of 157, then say which one you would trust more if you had to do it in your head standing at the fair — and why.

    ✏️ Mathematical Justification & Response
  5. 6 OPEN RESPONSE

    In September, a rider estimate of 'about 480 per hour' would have been written down and left alone. Now you would check it. Describe how you would decide whether 480 is reasonable WITHOUT recomputing it the same way, and explain what makes a second method a real check rather than just doing the same thing twice.

    ✏️ 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
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