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.


Standard options: 
A. Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
B. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
C. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
D. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
E. Fluently add and subtract within 5.


Your response:
Thought: This task involves representing addition with objects such as number cards and dice.
Answer: A

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K
options: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., p^(2)). For example, by truncating the decimal expansion of Ö2, show that Ö2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
problem_activity: Activity
The purpose of this activity is for students to use rational approximations of irrational numbers to place both rational and irrational numbers on a number line, and to reinforce the definition of a cube root as a solution to the equation of the form
\(x^3=a\)
. This is also the first time that students have thought about negative cube roots.
Launch
No access to calculators. Students in groups of 2. Two minutes of quiet work time, followed by partner then whole-class discussion.
Action and Expression: Develop Expression and Communication.
Maintain a display of important terms and vocabulary. During the launch take time to review the following term with a number line and sample calculations from previous activities that students will need to access for this activity: cube root.
Supports accessibility for: Memory; Language
Student Facing
The numbers
\(x\)
,
\(y\)
, and
\(z\)
are positive, and:
\(\displaystyle x^3= 5\)
\(\displaystyle y^3= 27\)
\(\displaystyle z^3= 700\)
[IMG]
Plot
\(x\)
,
\(y\)
, and
\(z\)
on the number line. Be prepared to share your reasoning with the class.
Plot
\(\text- \sqrt[3]{2}\)
on the number line.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Diego knows that
\(8^2=64\)
and that
\(4^3=64\)
. He says that this means the following are all true:
\(\sqrt{64}=8\)
\(\sqrt[3]{64}=4\)
\(\sqrt{\text -64}=\text-8\)
\(\sqrt[3]{\text -64}=\text -4\)
Is he correct? Explain how you know.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Display the number line from the activity for all to see. Select groups to share how they chose to place values onto the number line. Place the values on the displayed number line as groups share, and after each placement poll the class to ask if students used the same reasoning or different reasoning. If any students used different reasoning, invite them to share with the class.
Conclude the discussion by asking students to share how they placed -
\(\sqrt[3]{2}\)
on the number line.
Representing, Conversing, Listening: MLR7 Compare and Connect.
As students prepare their work before the discussion, look for approaches that favor the algebraic definition, and approaches that use the geometric interpretation. Call students’ attention to the different ways students describe how they operated on numbers cubed to determine the approximate cube roots, and to the different ways these operations are made visible in each representation (e.g., using the fact that
\(\sqrt[3]{a}\)
is a solution to the equation
\(x^3 = a\)
, and finding rational approximations of the irrational numbers to plot the cube roots on the number line). Emphasize language used to make sense of strategies reinforcing the definition of a cube root as a solution to the equation of the form
\(x^3 = a\)
.
Design Principle(s): Maximize meta-awareness; Support sense-making


correct_option_index: 1