few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Standard options: 
A. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
B. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
C. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
Thought: By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_000157

3
options: Use the structure of an expression to identify ways to rewrite it. For example, see x^(4) – y^(4 )as (x^(2))^(2 )– (y^(2))^(2), thus recognizing it as a difference of squares that can be factored as (x^(2 )– y^(2))(x^(2 )+ y^(2)).

Interpret expressions that represent a quantity in terms of its context.
problem_activity: Activity
Students have seen quadratic expressions in both standard form and factored form since the beginning of the unit. In this activity, they learn to distinguish the expressions by their forms and to refer to each form by its formal name. Refining their language about the different forms prepares students to be more precise in their thinking about the graphs of quadratic functions in later lessons (MP6).
Launch
Arrange students in groups of 2. Give students quiet work time and then time to share their work with a partner.
Writing, Conversing: MLR1 Stronger and Clearer Each Time.
Use this routine to help students improve their writing, by providing them with multiple opportunities to clarify their explanations through conversation. Give students time to meet with 1–2 partners to share their response to the final question, “Why do you think that form is called factored form?” Provide listeners with prompts for feedback that will help their partner add detail to strengthen and clarify their ideas. For example, students can ask their partner, “Can you say more about what each expression means?” or “I understand _____, but can you clarify . . .” Next, provide students with 2–3 minutes to revise their initial draft based on feedback from their peers.
Design Principle(s): Optimize output (for explanation)
Action and Expression: Internalize Executive Functions.
Provide students with a graphic organizer that can be used to brainstorm the activity. Include one column for standard form and one column for factored form. Include a space at the bottom of the organizer for student-generated notes or reminders about standard form and factored form.
Supports accessibility for: Language; Organization
Student Facing
The quadratic expression
\(x^2 + 4x + 3\)
is written in
standard form
.
Here are some other quadratic expressions. The expressions on the left are written in standard form and the expressions on the right are not.
Written in standard form:
\(x^2 – 1\)
\( x^2 + 9x\)
\(\frac12 x^2\)
\(4x^2 – 2x + 5\)
\(\text-3x^2 – x + 6\)
\(1 - x^2\)
Not written in standard form:
\((2x + 3)x\)
\((x+1)(x-1)\)
\(3(x-2)^2 +1\)
\( \text-4(x^2 + x) +7\)
\( (x+8)(\text{-}x+5)\)
What are some characteristics of expressions in standard form?
\((x+1)(x-1)\)
and
\((2x + 3)x\)
in the right column are quadratic expressions written in
factored form
. Why do you think that form is called factored form?
Student Response
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Student Facing
Are you ready for more?
What quadratic expression can be described as being both standard form and factored form? Explain how you know.
Student Response
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Activity Synthesis
Display the two columns of expressions for all to see. Solicit students’ ideas on the features of each form. Record their responses for all to see. Invite other students to express agreement or disagreement or to clarify their fellow students’ responses.
Define a quadratic expression in
standard form
explicitly as
\(ax^2 + bx + c\)
. Explain that we refer to
\(a\)
as the coefficient of the squared term
\(x^2\)
,
\(b\)
as the coefficient of the linear term
\(x\)
, and
\(c\)
as the constant term.
Ask students:
“How would you write
\((2x + 3)x\)
in standard form?” (
\(2x^2 + 3x\)
)
“The expression
\(2x^2 + 3x\)
only has two terms. Is it still in standard form?” (Yes, there is no constant term, which means
\(c\)
is 0.)
“How would you write
\(\text {-4}(x^2 + \frac14x) +7\)
in standard form?” (
\(\text {-4}x^2 - x + 7\)
)
“What are the values of the coefficients
\(a\)
and
\(b\)
?” (-4 and -1) “What about the constant term?” (7)
Then, clarify that a quadratic expression in
factored form
is a product of two factors that are each a linear expression. For example,
\((x+1)(x-1)\)
,
\((2x + 3)x\)
, and
\(x(4x)\)
all have two linear expressions for their factors. An expression with two factors that are linear expressions and a third factor that is a constant, for example:
\(2(x+2)(x-1)\)
, is also in factored form.
Tell students that each form gives us interesting or useful information about the function that the expression represents, and they will learn more about this in future lessons.


correct_option_index: 0