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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 build a get-unstuck list together: When we do math, sometimes we get stuck. What can we try? Think of questions to ask a classmate or the teacher. Visualize the problem or draw pictures of it. Think of problems we have seen like this before. Identify what we don't understand about the problem. Which of these have you actually used? Which will you try next time?

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

   Show your work
2. 2

   Warm restartA pattern goes 2, 4, 6, 8. What is the next number?

   1. A10
   2. B9
   3. C12
   4. D16
3. 3

   Warm restartThe pattern rule is “add 5.” If you start at 10, what comes next?

   1. A15
   2. B5
   3. C50
   4. D20
4. 4

   Warm restartThe pattern rule is “subtract 3.” If you start at 20, what comes next?

   1. A17
   2. B23
   3. C3
   4. D60

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 throughWhich is an example of a working-together agreement that supports the class as a community of thinkers?

   1. AOnly share ideas when you're sure they're correct
   2. BCritique the ideas that are shared, not the classmates who shared them
   3. CLet the fastest student finish problems for the group
   4. DWork silently so no one is distracted

   Why is that the answer?

   I chose ___ because ___ .
2. 6

   Think it throughWhich is an example of a working-alone agreement that still supports the whole class?

   1. ANever ask for help, even when stuck
   2. BInterrupt a classmate anytime you have a question
   3. CSeek help when stuck, without interrupting classmates unnecessarily
   4. DSkip any problem you find difficult

   How do you know?

   I chose ___ because ___ .
3. 7

   Think it throughWhy should the class agree on both a together-agreement and an alone-agreement?

   1. ABecause working alone matters more than working together
   2. BBecause math class includes both kinds of work, and each kind needs its own way to support the whole community
   3. CBecause agreements for working together are only for advanced students
   4. DBecause agreements about working alone don't affect other students

   Explain your thinking.

   I chose ___ because ___ .
4. 8

   Back to the modelOne bike rack holds 8 bikes with 2 wheels each, and another rack has 6 times as many wheels. Think about the last time you worked with someone to solve a problem like this — what did you actually DO first?

   The first rack has ___ wheels because ___.

Sort it again — on paper this time

Write the letter of the group each one belongs in.

• Think about what you know and don't know about the problem
• Look for patterns and relationships among quantities
• Visualize the problem and choose a useful representation
• Develop a solution plan
• Think of questions to ask a classmate or the teacher
• Draw pictures of the problem to see it differently
• Think of problems you have seen like this before
• Identify what you don't understand about the problem

Use the words

Fill each blank with a word from the bank.

• To work out what a problem asks — what you know and don't — is to ___ ___ ___ ___ ___.
• A drawing, table, or equation that shows the math in a situation is a ___.
• The plan you choose before you start computing is your ___.
• To examine an idea and say what is or is not convincing 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: Treating 'stuck' as a stop sign instead of a signal — waiting silently instead of trying a strategy: asking a question, drawing the problem, or recalling a similar problem.
2. 10

   Say moreYou sorted moves like 'look for patterns' as making-sense moves and 'ask a classmate a question' as getting-unstuck moves. Why are BOTH columns considered real math, not just the planning column?

   This move belongs in ___ because ___.
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

These two come from Lesson 1.5. If they are shaky, that is the lesson to revisit — not this one.

1. 12

   Show what you knowQuick check — you've got this: Which statement best captures what this lesson means by 'Math is Ours'?

   1. AWe are a community of math thinkers and doers — we work together and on our own, showing respect for our classmates, our community, ourselves, and our math ideas
   2. BMath belongs to whoever finishes first
   3. CWorking together means one person solves while the others watch
   4. DGetting stuck means math is not for you

   Explain your choice.

   I know it is ___ because ___ .
2. 13

   From Lesson 1.5Quick check — you've got this: Which statement best captures what this lesson means by 'Math is Finding Patterns'?

   1. AWe look for patterns and relationships, use them to solve problems and make generalizations, and check our solutions for reasonableness
   2. BPatterns are decorations that make problems look nicer
   3. CA pattern rule only works if you also count every item one at a time
   4. DOnce you spot a pattern you never need to check your answer
3. 14

   From Lesson 1.5After using the pattern rules to find both players' final scores, how can the players check that their totals are reasonable?

   1. AMultiply the two final scores together
   2. BList the score after each shot in a table of values and confirm the sequence lands on the final totals
   3. CRound both totals to the nearest ten
   4. DCompare the players' shooting percentages

Be honest — this tells your teacher what to do next