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: Interpret the structure of expressions.

Solve equations and inequalities in one variable.

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

Add and subtract within 20.

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

Use polynomial identities to solve problems.

Write expressions in equivalent forms to solve problems.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Perform arithmetic operations on polynomials.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

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

Analyze patterns and relationships.

Rewrite rational expressions.

Represent and solve problems involving multiplication and division.

Create equations that describe numbers or relationships

Reason about and solve one-variable equations and inequalities.

Multiply and divide within 100.

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

Write and interpret numerical expressions.

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Understand the relationship between zeros and factors of polynomials.

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

Work with radicals and integer exponents.

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving addition and subtraction.

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

Represent and solve equations and inequalities graphically.

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

Generate and analyze patterns.

Solve systems of equations.

Use the four operations with whole numbers to solve problems.
problem_activity: Task
The first three steps of three visual patterns are shown below.
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[IMG]
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Here are functions that define how many tiles are in step $n$, in no particular order: $$f(n)=3n^2$$ $$g(n)=n^2+4$$ $$h(n)=n^2-1$$
Decide which function defines which pattern.
One of these patterns has a step with $432$ tiles in it, one has a step with $195$ tiles in it, and one of these patterns has a step with $404$ tiles in it. Decide which is which, find the step that contains that number of tiles, and explain how you know.
Describe and justify the steps to solve this equation for $x$. $$ax^2+c=d$$


correct_option_index: 1