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

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options: Perform arithmetic operations on polynomials.

Write and interpret numerical expressions.

Generate and analyze patterns.

Reason about and solve one-variable equations and inequalities.

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

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

Solve equations and inequalities in one variable.

Write expressions in equivalent forms to solve problems.

Rewrite rational expressions.

Solve systems of equations.

Represent and solve problems involving multiplication and division.

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

Add and subtract within 20.

Use the four operations with whole numbers to solve problems.

Understand the relationship between zeros and factors of polynomials.

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving addition and subtraction.

Analyze patterns and relationships.

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

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.

Use polynomial identities to solve problems.

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

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

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

Represent and solve equations and inequalities graphically.

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

Gain familiarity with factors and multiples.

Multiply and divide within 100.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with radicals and integer exponents.

Work with addition and subtraction equations.

Interpret the structure of expressions.

Create equations that describe numbers or relationships
problem_activity: Narrative
The purpose of this activity is for students to practice finding the value of division expressions using any strategy that makes sense to them. They may divide the dividend into equal groups or use the divisor to multiply up to the given dividend. They may choose to represent the division or multiplication with base-ten blocks or by drawing diagrams.
During the synthesis, highlight strategies that rely on place value, properties of operations, and the relationship between multiplication and division (MP7).
Representation: Develop Language and Symbols.
Synthesis: Make connections between representations visible. Elicit from students the connections between the different strategies and representations shared by students.
Supports accessibility for: Visual-Spatial Processing, Conceptual Processing
Required Materials
Materials to Gather
Base-ten blocks
Materials to Copy
Centimeter Grid Paper - Standard
Launch
Groups of 2
Give students access to base-ten blocks and grid paper.
Activity
“Find the value of each quotient. You can use whatever strategy or representation you prefer.”
8–10 minutes: independent work time
Monitor for a variety of strategies and representations. Identify students to share in the synthesis.
“Share your favorite way to divide with your partner.”
2–3 minutes: partner discussion
Student Facing
Find the value of each quotient. Explain or show your reasoning. Organize it so it can be followed by others.
\(80 \div 5\)
\(68 \div 4\)
\(91 \div 7\)
If you have time: Eighty-four students on a field trip are put into groups. Each group has 14 students. How many groups are there?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Have previously selected students share their responses. Display or record the strategies and representations students use.
For each problem, consider polling the class on the strategy they used.


correct_option_index: 5

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