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: Reason about and solve one-variable equations and inequalities.

Write expressions in equivalent forms to solve problems.

Add and subtract within 20.

Analyze patterns and relationships.

Use polynomial identities to solve problems.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Create equations that describe numbers or relationships

Work with addition and subtraction equations.

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

Generate and analyze patterns.

Perform arithmetic operations on polynomials.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Use the four operations with whole numbers to solve problems.

Use properties of operations to generate equivalent expressions.

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

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

Represent and solve equations and inequalities graphically.

Understand the relationship between zeros and factors of polynomials.

Rewrite rational expressions.

Work with radicals and integer exponents.

Write and interpret numerical expressions.

Represent and solve problems involving multiplication and division.

Multiply and divide within 100.

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

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

Represent and solve problems involving addition and subtraction.

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

Solve systems of equations.

Gain familiarity with factors and multiples.

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

Solve equations and inequalities in one variable.

Interpret the structure of expressions.
problem_activity: Warm-up
This warm-up parallels the one in the previous lesson. The purpose of this Algebra Talk is to elicit strategies and understandings students have for solving equations. These understandings help students develop fluency and will be helpful later in this unit when students will need to be able to come up with ways to solve equations of this form. While four equations are given, it may not be possible to share every strategy. Consider gathering only two or three different strategies per problem, saving most of the time for the final question.
Students should understand the meaning of
solution to an equation
from grade 6 work as well as from work earlier in this unit, but this is a good opportunity to re-emphasize the idea.
In this string of equations, each equation has the same solution. Digging into why this is the case requires noticing and using the structure of the equations (MP7). Noticing and using the structure of an equation is an important part of fluency in solving equations.
Launch
Display one equation at a time. Give students 30 seconds of quiet think time for each equation and ask them to give a signal when they have an answer and a strategy. Keep all equations displayed throughout the talk. Follow with a whole-class discussion.
Representation: Internalize Comprehension.
To support working memory, provide students with sticky notes or mini whiteboards.
Supports accessibility for: Memory; Organization
Student Facing
Solve each equation mentally.
\(x -1 = 5 \)
\(2(x-1) = 10 \)
\(3(x-1) = 15 \)
\(500 = 100(x-1)\)
Student Response
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Activity Synthesis
This discussion may go quickly, because students are likely to recognize similarities between this equation string and the one in the previous day’s warm-up.
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 ___’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone solve the equation in a different way?”
“Does anyone want to add on to _____’s strategy?”
“Do you agree or disagree? Why?”
Speaking: MLR8 Discussion Supports.
: Display sentence frames to support students when they explain their strategy. For example, "First, I _____ because . . ." or "I noticed _____ so I . . . ." Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Design Principle(s): Optimize output (for explanation)


correct_option_index: 16