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: Rewrite rational expressions.

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

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

Work with addition and subtraction equations.

Gain familiarity with factors and multiples.

Interpret the structure of expressions.

Use the four operations with whole numbers to solve problems.

Solve systems of equations.

Write expressions in equivalent forms to solve problems.

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

Perform arithmetic operations on polynomials.

Use polynomial identities to solve problems.

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

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

Represent and solve equations and inequalities graphically.

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

Solve equations and inequalities in one variable.

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

Use properties of operations to generate equivalent expressions.

Generate and analyze patterns.

Add and subtract within 20.

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

Multiply and divide within 100.

Understand the relationship between zeros and factors of polynomials.

Write and interpret numerical expressions.

Create equations that describe numbers or relationships

Represent and analyze quantitative relationships between dependent and independent variables.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and solve problems involving addition and subtraction.

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

Analyze patterns and relationships.

Work with radicals and integer exponents.

Reason about and solve one-variable equations and inequalities.

Represent and solve problems involving multiplication and division.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for multiplication by 10. These understandings help students develop fluency and will be helpful later in this lesson when students need to be able to represent and solve a problem involving groups of 10.
When students reason why as one factor increases by 1, the product increases by 10, they look for and express the regularity they notice in the expressions (MP8).
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression
Student Facing
Find the value of each expression mentally.
\(1\times10\)
\(2\times10\)
\(3\times10\)
\(4\times10\)
Student Response
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Activity Synthesis
“What pattern do we see as we look at all of the problems? Why is that happening?” (The factor that isn’t 10 goes up by 1 each time. The products increase by 10 because I have one more group of 10.)
Consider asking:
“Did anyone use a different strategy”?
“Did anyone have the same strategy but would explain it differently?”


correct_option_index: 9