few_shots: Example:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
[IMG]
Counters, 10 per pair of students
Decks of number cards 0-5 (with 4 of each number) or two 0-5 dice
Setup
This activity is done in pairs. The students sit side by side with 10-frame and deck of cards or dice. If they have cards, the cards are shuffled and placed face down in front of them.
Action
Player 1 flips a card or rolls the die. They place that many counters on the 10-frame. Player 2 flips a card or rolls the die. They place that many more counters on the 10-frame next to the counters already on the ten frame. The students count the total together.
A recording sheet can be added when the students have been introduced to equations and number sentences. For those students who can handle higher numbers, a deck of 0-10 cards and two 10-frames can be used.
This game can also be played alone.


Mathematical concept/skill options: 
A. Write and interpret numerical expressions.
B. Generate and analyze patterns.
C. Analyze patterns and relationships.
D. Use properties of operations to generate equivalent expressions.
E. Use the four operations with whole numbers to solve problems.
F. Work with radicals and integer exponents.
G. Solve systems of equations.
H. Represent and solve problems involving multiplication and division.
I. Perform arithmetic operations on polynomials.
J. Understand the relationship between zeros and factors of polynomials.
K. Understand properties of multiplication and the relationship between multiplication and division.
L. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
M. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
N. Use polynomial identities to solve problems.
O. Apply and extend previous understandings of arithmetic to algebraic expressions.
P. Rewrite rational expressions.
Q. Interpret the structure of expressions.
R. Add and subtract within 20.
S. Analyze and solve linear equations and pairs of simultaneous linear equations.
T. Represent and analyze quantitative relationships between dependent and independent variables.
U. Solve equations and inequalities in one variable.
V. Create equations that describe numbers or relationships
W. Reason about and solve one-variable equations and inequalities.
X. Represent and solve equations and inequalities graphically.
Y. Understand solving equations as a process of reasoning and explain the reasoning.
Z. Understand and apply properties of operations and the relationship between addition and subtraction.
AA. Gain familiarity with factors and multiples.
AB. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
AC. Work with addition and subtraction equations.
AD. Multiply and divide within 100.
AE. Work with equal groups of objects to gain foundations for multiplication.
AF. Represent and solve problems involving addition and subtraction.
AG. Write expressions in equivalent forms to solve problems.
AH. Understand the connections between proportional relationships, lines, and linear equations.


Your response:
Thought: This task teaches students to understand addition as putting together counters, or adding to already placed counters.
Answer: AB

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K
options: Represent and solve problems involving addition and subtraction.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Write and interpret numerical expressions.

Analyze patterns and relationships.

Understand and apply properties of operations and the relationship between addition and subtraction.

Generate and analyze patterns.

Perform arithmetic operations on polynomials.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Write expressions in equivalent forms to solve problems.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Solve systems of equations.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Work with equal groups of objects to gain foundations for multiplication.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Understand solving equations as a process of reasoning and explain the reasoning.

Solve equations and inequalities in one variable.

Interpret the structure of expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Create equations that describe numbers or relationships

Use properties of operations to generate equivalent expressions.

Work with radicals and integer exponents.

Represent and solve problems involving multiplication and division.

Represent and solve equations and inequalities graphically.

Reason about and solve one-variable equations and inequalities.

Understand the connections between proportional relationships, lines, and linear equations.

Rewrite rational expressions.

Gain familiarity with factors and multiples.

Understand properties of multiplication and the relationship between multiplication and division.

Work with addition and subtraction equations.

Add and subtract within 20.

Multiply and divide within 100.

Use the four operations with whole numbers to solve problems.

Use polynomial identities to solve problems.

Understand the relationship between zeros and factors of polynomials.
problem_activity: Activity
The purpose of this lesson is to increase fluency in solving equations. Students will solve equations individually and then compare differing, though accurate, solution paths in order to compare their work with others. This will help students recognize that while the final solution will be the same, there is more than one path to the correct answer that uses principles of balancing equations learned in previous lessons.
Launch
Arrange students in groups of 3–4. Give students quiet think time to complete the activity and then tell groups to share how they solved the equations for
\(x\)
and discuss the similarities and differences in their solution paths.
Representation: Internalize Comprehension.
Activate or supply background knowledge about solving equations. Encourage students to use previously solved equations as guidelines to determine appropriate steps.
Supports accessibility for: Memory; Conceptual processing
Representing, Conversing: MLR2 Collect and Display.
As groups discuss their work, circulate and listen for the language students describe the similarities and differences in their solution paths. Write down different solution paths that led to the same result in a visual display. Consider grouping words and phrases used for each step in different areas of the display (e.g., “multiply first”, “divide first”, “subtract
\(x\)
from the right”, “add
\(x\)
from the left”). Continue to update the display as students move through the activity, and remind them to borrow from the display while discussing with their group. This will help students develop their mathematical language around explaining different solution paths to solving equations.
Design Principle(s); Maximize meta-awareness
Student Facing
Solve these equations for
\(x\)
.
1.
\(\frac{12+6x}{3}=\frac{5-9}{2}\)
2.
\(x-4=\frac13(6x-54)\)
3.
\(\text-(3x-12)=9x-4\)
Student Response
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Student Facing
Are you ready for more?
I have 24 pencils and 3 cups. The second cup holds one more pencil than the first. The third holds one more than the second. How many pencils does each cup contain?
Student Response
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Activity Synthesis
Students should take away from this activity the importance of using valid steps to solve an equation over following a specific solution path. Invite students to share what they discussed in their groups. Consider using some of the following prompts:
“How many different ways did your group members solve each problem?”
“When you compared solution paths, did you still come up with the same solution?” (Yes, even though we took different paths, we ended up with the same solutions.)
“How can you make sure that the path you choose to solve an equation is a valid path?” (I can use the steps we discovered earlier when we were balancing: adding the same value to each side, multiplying (or dividing) by the same value to each side, distributing and collecting like terms whenever it is needed.)
“What are some examples of steps that will not result in a valid solution?” (Performing an action to only one side of an equation and distributing incorrectly will give an incorrect solution.)


correct_option_index: 13