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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.

   Try it together — then prove it: In September we decomposed 78.5 as 70 + 8.5 and 80 − 1.5. This year we learned new ways to say the same number: 78.5 = 157 ÷ 2. And with percents: 50% of 157 = 78.5. Find one more way to write 78.5 using something you learned this year. Now prove it: say why that move had to work at all — not just that it did.

   Show your work
2. 2

   Warm restartA bead pattern goes A, B, C, A, B, C, A, B, C. What is the pattern unit?

   1. AA, B, C
   2. BA
   3. CA, B, C, A, B, C
   4. DA, A, B, B, C, C

   How do you know?
3. 3

   Warm restartA bead pattern repeats the unit A, B, C. What is the 10th bead?

   1. AA
   2. BB
   3. CC
   4. DThere is no 10th bead

   How do you know?
4. 4

   Warm restartWhat makes a repeating design predictable?

   1. AA pattern unit that repeats in the same order
   2. BUsing many different colors
   3. CMaking every piece a different size
   4. DLeaving gaps between the pieces

   How do you know?

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 throughIn September you estimated the Ferris wheel as 20 cars × 4 riders = about 80. Which of these uses a tool you did NOT have in September to extend that same estimate?

   1. AMultiplying the 80 riders per turn by 6 turns per hour to find a rate of 480 riders per hour
   2. BAdding the 20 cars and 4 riders together to get 24
   3. CGuessing a completely different, unrelated number
   4. DDeciding not to estimate the Ferris wheel at all

   Why is that the answer?
2. 6

   Think it throughWhich statement best distinguishes a real comparison of math stories with a classmate from just repeating what you already believe?

   1. ANaming something the classmate actually said, plus one genuine similarity AND one genuine difference between the two stories
   2. BWriting 'we both got better at math' and stopping there
   3. CCopying your own September answer word for word
   4. DSkipping the classmate entirely and writing only about yourself

   How do you know? Give a second reason as well.
3. 7

   Think it throughA student writes, 'My classmate's story changed the same way mine did — we both feel more confident now.' What is missing from this comparison?

   1. AA genuine DIFFERENCE between the two stories, not just a shared similarity
   2. BThe classmate's full name and grade
   3. CThe exact date Lesson 1-1 was taught
   4. DA drawing of the Ferris wheel

   Explain your thinking. What would have to change for a different choice to be right?
4. 8

   Back to the modelIn September you estimated 20 cars × 4 riders = about 80 Ferris wheel riders per turn. Now, at 6 turns an hour, how many riders per hour — and what tool did you use that you didn't have in September?

Sort it again — on paper this time

Write the letter of the group each one belongs in.

• Estimate how many people fit on a Ferris wheel
• Divide a fraction by a fraction
• Use ratios and unit rates to compare deals
• Keep score in a game
• Find a percent of a number
• Split a bill so everyone pays a fair share
• Plot points in all four quadrants of the coordinate plane
• Write and solve one-variable equations

Use the words

Fill each blank with a word from the bank.

• The story of your relationship with math over time is your ___ ___.
• To look back at what you did and think about what it means is to ___.
• The change between what you could do before and what you can do now is ___.
• Trusting yourself to try, even when the first attempt may fail, is ___.

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 your math story as finished — writing the same answers you wrote in Lesson 1-1 instead of looking for what actually changed.
2. 10

   Say moreWhen you sorted skills into 'I could already do this in September' and 'I learned or grew into this during Grade 6,' what made 'dividing a fraction by a fraction' belong in the growth column?
3. 11

   Write your ownWrite your own problem about this situation, then solve it and show the answer. The situation: It is the last week of school. Your notebook from September lies open next to today's page — your first math story on one side, and everything you have written since on the other.

   Show your work

Last check

These two come from Lesson 10.5. If they are shaky, that is the lesson to revisit — not this one.

1. 12

   Show what you knowExplain your thinking — Which statement best captures this lesson's end-of-year summary of 'Math is Mine'?

   1. AWe are all doers of math in daily life, and our math stories continue to grow and evolve as we grow
   2. BMath belongs only to the students who mastered every unit this year
   3. CA math story is written once in September and never changes
   4. DMath stops mattering once the school year ends

   Explain your choice.
2. 13

   From Lesson 10.5Explain your thinking — Which statement best matches this lesson's summary of 'Math is Boundless'?

   1. AMath can be used to create beautiful designs, which often have repetition, patterns, and rhythm
   2. BDesigns only count as mathematical if they are perfectly predictable
   3. CRhythm is the only real element of design
   4. DGeometric patterns were invented recently

   How do you know?
3. 14

   From Lesson 10.5A new row of circles is being added to the painting. Which addition keeps the design consistent with rhythm rather than turning it into a pattern?

   1. ANew circles with different colors, sizes, and ring counts than any existing row
   2. BAn exact copy of the very first row, repeated precisely
   3. CCircles that follow a strict, repeating 3-shape unit
   4. DReplacing all the circles with a single repeated square

   How do you know?

Be honest — this tells your teacher what to do next