few_shots: Example:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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: Geometric measurement: understand concepts of angle and measure angles.

Classify objects and count the number of objects in each category.

Work with time and money.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Measure lengths indirectly and by iterating length units.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Describe and compare measurable attributes.

Tell and write time.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Convert like measurement units within a given measurement system.

Measure and estimate lengths in standard units.

Represent and interpret data.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Relate addition and subtraction to length.
problem_activity: Narrative
The purpose of this warm-up is to elicit the idea that tape diagrams are similar to bar graphs and can be used to represent the same data, which will be useful as students make sense of the tape diagram throughout this section. While students may notice and wonder many things about these images, recognizing that tape diagrams can show comparisons like a bar graph is the important discussion point.
When students make connections between the different ways the representations represent the same categories and quantities, they reason abstractly and quantitatively and look for and make use of structure (MP2, MP7).
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
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Student Response
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Activity Synthesis
“The 2 images at the bottom are called diagrams.”
“What do you think the 15 and 8 represent in the diagrams at the bottom?” (Its how many students that picked apple juice and how many students picked grape juice.)
“What does the question mark in the diagram represent?” (The difference between the number of students that picked apple juice and grape juice, how many more students picked apple juice than grape juice, how many fewer students picked grape juice than apple juice.)


correct_option_index: 11