Lesson 10.6Math is Mine
Start hereWords, worked example, and sentence starters
Learning target I can look back at my answers from Lesson 1-1, describe how my math biography has changed this year, and recognize ways we are all doers of math.
Start hereWords for this lesson
Read each word before you begin. Say it out loud.
| Word | What it means | Example |
|---|---|---|
| math biographySpanish: biografía matemática | The story of your relationship with math — and how it has changed over time. | September: “I am not a math person.” June: “I can explain why it works.” |
| reflectSpanish: reflexionar | To look back at what you did, felt, and learned, and think about what it means. | Looking back at the tram problem: what worked, what you would change. |
| growthSpanish: crecimiento | The change between what you could do before and what you can do now. | In Unit 1 you estimated 80 riders; now you find 480 riders per hour. |
| confidenceSpanish: confianza | Trusting yourself to try a problem, even when the first attempt might fail. | Starting a hard problem before you are sure it will work. |
| communitySpanish: comunidad | The people and places around you — where math shows up outside the classroom. | The people and places where math shows up — home, work, the neighborhood. |
How it worksWorked example
These numbers are not on your problems. The steps are. Follow them with your own numbers.
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.
Now you trySame steps, your turn
The steps are the same as the worked example. The numbers are yours. Do the work.
In September we decomposed 78.5 as 70 + 8.5 and 80 − 1.5.
Say it and write itSentence starters
Finish each sentence out loud with a partner. Then use them in your writing.
- In September I could not . Now I can, because I learned to .
- In September I thought math was .
- Now I think because .
- This year at home I used math to .
Word bank math biographyreflectgrowthconfidencecommunity
Watch outA common mistake
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.
Lesson 10.6Math is Mine
Version ASupported practice
Learning target I can look back at my answers from Lesson 1-1, describe how my math biography has changed this year, and recognize ways we are all doers of math.
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1Circle the letter of the best answer. Show how you know.
Which statement matches this lesson's big idea about math stories?
- AOur math stories continue to grow and evolve as we grow
- BYour math story was finished when you wrote it in September
- COnly students with high grades have a math story
- DA math story never changes once it is written
Hint Why are you rereading Lesson 1-1 today?
Show your work
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2Circle the letter of the best answer. Show how you know.
In Lesson 1-1 you estimated the Ferris wheel: 20 cars each holding about 4 people. About how many riders was that?
- AAbout 5
- BAbout 24
- CAbout 80
- DAbout 400
Hint This is the very first estimate of the year — 20 groups of 4.
Show your work -
3Circle the letter of the best answer. Show how you know.
In September you decomposed 78.5 as 70 + 8.5. Which of these ALSO equals 78.5, using division?
- A78.5 ÷ 2
- B156 ÷ 2
- C157 ÷ 2
- D157 ÷ 4
Hint Which quotient lands exactly on 78.5?
Show your work
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4Answer in complete sentences.
How has your attitude about math changed over the year?
Sentence starter In September I thought math was ___ .
Now I think ___ because ___ .Write your answer -
5Answer in complete sentences.
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 ___ .
That was new for me because ___ .Write your answer -
6Answer in complete sentences.
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 ___ .
This year taught me to also notice ___ .Write your answer
Explain your thinkingTell your partner one thing you moved into the 'learned this year' column. What could you not do in September, and what specifically changed — a strategy, a representation, or your confidence?
Sentence starter In September I could not ___. Now I can, because I learned to ___.
Lesson 10.6Math is Mine
Version BCore practice
Learning target I can look back at my answers from Lesson 1-1, describe how my math biography has changed this year, and recognize ways we are all doers of math.
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1Circle the letter of the best answer. Show how you know.
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?
- AAbout 13
- BAbout 86
- CAbout 480
- DAbout 800
Show your work -
2Circle the letter of the best answer. Show how you know.
Percents were new this year. What is 50% of 157?
- A31.4
- B77.5
- C78.5
- D107
Work -
3Circle the letter of the best answer. Show how you know.
Which of these is the strongest evidence that YOUR math reasoning grew this year?
- AYou finish worksheets faster than in September
- BYou memorized more answers than before
- CYou can explain why a method works, not just follow its steps
- DYou stopped making any mistakes
Show your work
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4Answer in complete sentences.
What challenges did you face in math this year, and how did you respond to these challenges?
Write your answer -
5Answer in complete sentences.
Ask a classmate, family member, or trusted adult how their math story has changed. You may also reflect on your own story. Describe one change since the beginning of the year and give an example.
Write your answer -
6Answer in complete sentences.
In what areas are you more confident about math now? What are your strengths in math?
Write your answer
Explain your thinkingTell your partner one thing you moved into the 'learned this year' column. What could you not do in September, and what specifically changed — a strategy, a representation, or your confidence?
Lesson 10.6Math is Mine
ChallengeExtension
Learning target I can look back at my answers from Lesson 1-1, describe how my math biography has changed this year, and recognize ways we are all doers of math.
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1Write the letter of the matching item on each line.
Match each September estimate to the refined result your math produces now.
- 20 cars × about 4 riders each
- 80 riders × 6 turns each hour
- 78.5 written by place value
- 480 riders per hour for 3 hours
- AAbout 80 riders per turn
- B480 riders each hour
- C(7 × 10) + (8 × 1) + (5 × 0.1)
- D1,440 riders
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2Circle the letter of the best answer. Show how you know.
Which set shows THREE correct ways to write 78.5 using skills from this year?
- A156 ÷ 2, 50% of 157, 78½
- B157 ÷ 2, 50% of 157, 78½
- C157 ÷ 2, 50% of 157, 78¼
- D157 ÷ 2, 25% of 157, 78½
Show your work
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3Answer in complete sentences.
How have your math thinking HABITS changed from the beginning of the year to now? (Not what you know — how you think.)
Write your answer -
4Answer in complete sentences.
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.
Write your answer -
5Answer in complete sentences.
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?
Write your answer