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You did these with your group. Now do them on your own — the model above is yours to copy.

1. 1

   Same stepsFinish what the group started. Use the model above, step for step.

   Let's decompose 78.5 together: 78.5 = 70 + 8.5. 78.5 = 78 + 0.5. 78.5 = 80 − 1.5. Every one of those is the same number wearing different clothes. Find two more.

   My first step is ___ , because the problem asks for ___ .

   Show your work
2. 2

   Warm restartWhich expression shows 4 groups of 5 students?

   1. A4 × 5
   2. B4 + 5
   3. C5 − 4
   4. D5 ÷ 4
3. 3

   Warm restartWhat is 40 ÷ 10?

   1. A4
   2. B10
   3. C30
   4. D400
4. 4

   Warm restartYou have 3 bags with 5 apples in each bag. How many apples in all?

   1. A15 apples
   2. B8 apples
   3. C2 apples
   4. D35 apples

You answered these out loud. Now write them.

Answer, then say how you know — the reason is the part that counts.

1. 5

   Think it throughThe lesson says, “What we believe about ourselves, about others, and about what we are learning shapes us.” Why does the Strengths Inventory ask you to name a growth area, not only a strength?

   1. ANaming what you want to grow shapes how you approach learning all year, just as naming a strength does
   2. BGrowth areas are only for students who are behind in math
   3. CThe growth area replaces the strength, since you can only claim one
   4. DNaming a growth area has nothing to do with your beliefs about yourself

   Why is that the answer?

   I chose ___ because ___ .
2. 6

   Think it throughOne student's math story says she liked math more once she started drawing problems; another's says he liked it more once he memorized steps. What is the point of hearing a classmate's story that is DIFFERENT from yours?

   1. AIt shows there is more than one valid way to be a doer of math, and you might borrow a new strategy
   2. BWhichever method is faster is the “right” one, so you should switch to it
   3. CIf a classmate's story differs from yours, one of you must be doing math wrong
   4. DIt doesn't matter — you only need to hear stories similar to your own

   How do you know?

   I chose ___ because ___ .
3. 7

   Think it throughWhich of these is the BEST example of a specific math strength for the Connect prompt?

   1. A“I can explain my thinking out loud so others can follow my steps”
   2. B“I'm good at math”
   3. C“I got an A last year”
   4. D“Math is easy for me”

   Explain your thinking.

   I chose ___ because ___ .
4. 8

   Back to the modelThe Ferris wheel has 20 cars, and you estimated about 4 riders fit in each car. Why is 20 × 4 an estimate and not an exact count?

   This is an estimate because ___, not an exact count.

Sort it again — on paper this time

Write the letter of the group each one belongs in.

• Deciding if you have enough time to walk or need to run
• Splitting a pizza so everyone gets a fair share
• Checking whether $12 is enough for two snacks
• Guessing how many people fit on a Ferris wheel
• Following a recipe and doubling it
• Keeping score in a game
• Choosing the shorter of two lines at the store
• Packing a bag so everything fits

Use the words

Fill each blank with a word from the bank.

• Anyone who uses mathematical thinking is a ___ ___ ___.
• Your history with mathematics — what you have done and felt — is your ___ ___.
• Something you already do well and can share with others is a ___.
• To break a number into parts that rebuild it exactly is to ___ it.

Explain the thinking

1. 9

   Find the mistakeAnother student made this exact mistake in this lesson. Explain why it is wrong, then write what they should have done.

   The mistake: Believing that 'doing math' only counts when it happens on paper in a classroom.
2. 10

   Say moreYou sorted cards like 'splitting a pizza fairly' and 'choosing the shorter line' as doing math. What do all eight cards have in common that makes them math, even though none of them looks like a worksheet?

   These are all math because each one involves ___.
3. 11

   Change one numberGo back to Part 1 and pick one problem you already solved. Change one number in it, then solve your new version. Show every step.

   If ___ changed to ___ , then ___ .

   Show your work

Last check

1. 12

   Show what you knowQuick check — you've got this: Which statement best shows what this lesson means by “we are all doers of math”?

   1. AEveryone uses mathematical thinking daily, in different ways, and sharing those ways helps us grow
   2. BEveryone gets the same score if they try hard enough
   3. CEveryone must solve problems the same way to be correct
   4. DOnly the fastest students are really doing math

   Explain your choice.

   I know it is ___ because ___ .

Be honest — this tells your teacher what to do next