few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response:
Thought: In this problem, students work with money in the form of coins.
Answer: N

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Work with radicals and integer exponents.

Solve systems of equations.

Create equations that describe numbers or relationships

Solve equations and inequalities in one variable.

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

Use polynomial identities to solve problems.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Reason about and solve one-variable equations and inequalities.

Multiply and divide within 100.

Write and interpret numerical expressions.

Use properties of operations to generate equivalent expressions.

Write expressions in equivalent forms to solve problems.

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

Understand the relationship between zeros and factors of polynomials.

Perform arithmetic operations on polynomials.

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

Work with addition and subtraction equations.

Generate and analyze patterns.

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

Represent and solve problems involving addition and subtraction.

Represent and solve equations and inequalities graphically.

Interpret the structure of expressions.

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

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving multiplication and division.

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

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

Analyze patterns and relationships.

Add and subtract within 20.

Gain familiarity with factors and multiples.

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

Rewrite rational expressions.
problem_activity: Warm-up
The purpose of this Math Talk is to elicit strategies students have for solving equations in one variable, especially equations involving an expression in parentheses being multiplied by a coefficient. Developing fluency with these types of equations will be helpful in the associated Algebra 1 lesson when students substitute expressions in place of single variables and solve equations with expressions in parentheses.
In particular, students should see that to solve an equation like
\(100=10(x-5)\)
, a productive first step is to divide each side by 10.
Math Talks build fluency by encouraging students to think about expressions or equations and rely on what they know about properties of operations and equality to mentally solve a problem.
Launch
Display one problem at a time. Give students quiet think time for each problem and ask them to give a signal when they have an answer and a strategy. Keep all problems displayed throughout the talk. Follow with a whole-class discussion.
Student Facing
Solve each equation mentally.
\(100=10(x-5)\)
\(300=30(x-5)\)
\(15-971=x-4-971\)
\(\frac{10}{7}=\frac17 (x-19)\)
Student Response
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Activity Synthesis
Ask students to share their strategies for each problem. Record and display their responses for all to see. To involve more students in the conversation, consider asking:
“Who can restate
\(\underline{\hspace{.5in}}\)
’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone solve the problem in a different way?”
“Does anyone want to add on to
\(\underline{\hspace{.5in}}\)
’s strategy?”
“Do you agree or disagree? Why?”


correct_option_index: 3