Lesson 6: Math is OursMPP.3

I can…

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.

Key words

• make sense of a problem — Figure out what is asked and what you know.
• representation — A picture or table that shows a problem.
• strategy — A plan for how to solve a problem.
• critique — Look at an idea and say what works and what does not.
• community agreement — A rule the whole class agrees to follow.

Steps

1. 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.
2. I choose a representation: 6 equal groups of 16. Then I make a plan: multiply.
3. 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.

Try it

At family game night, everyone is stuck on a tricky puzzle. Which way of working best shows the idea that math belongs to all of us?

Check your answer

Everyone shares ideas, some think quietly on their own for a bit, and everyone treats each other's ideas — and their own — with respect

Math belongs to all of us when we work together and on our own, and show respect for each other, ourselves, and our ideas.

Sentence starter

I know ___ because ___.

Goal: I can talk about problem solving using the phrases make sense of, get stuck, try a strategy, and work together.