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: Use properties of operations to generate equivalent expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Work with radicals and integer exponents.

Perform arithmetic operations on polynomials.

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

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving addition and subtraction.

Use polynomial identities to solve problems.

Understand the relationship between zeros and factors of polynomials.

Create equations that describe numbers or relationships

Multiply and divide within 100.

Solve equations and inequalities in one variable.

Reason about and solve one-variable equations and inequalities.

Write and interpret numerical expressions.

Interpret the structure of expressions.

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

Represent and solve problems involving multiplication and division.

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

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

Add and subtract within 20.

Generate and analyze patterns.

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

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

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

Represent and solve equations and inequalities graphically.

Gain familiarity with factors and multiples.

Use the four operations with whole numbers to solve problems.

Analyze patterns and relationships.

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

Rewrite rational expressions.

Solve systems of equations.

Work with addition and subtraction equations.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
problem_activity: Narrative
The purpose of this lesson is for students to solve a Put Together/Take Apart, Both Addends Unknown story problem in the context of putting together pattern blocks (MP2). If students finish early, invite them to find multiple solutions to the story problem.
MLR8 Discussion Supports.
Synthesis: For each decomposition that is shared, invite students to turn to a partner and restate the recorded equation.
Advances: Listening, Speaking
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Pattern blocks
Launch
Groups of 2
Give students access to connecting cubes or two-color counters, 10-frames, and pattern blocks.
Read and display the task statement.
“Tell your partner what happened in the story.”
30 seconds: quiet think time
1 minute: partner discussion
Monitor for students who accurately retell the story. Choose at least one student to share with the class.
Reread the task statement.
“Show your thinking using drawings, numbers, words, or objects.”
Activity
2 minutes: independent work time
2 minutes: partner discussion
“If you haven’t already, write an expression to show how many square pattern blocks and triangle pattern blocks Diego used.”
2 minutes: independent work time
Student Facing
Diego built a shape with 10 pattern blocks.
He only used squares and triangles.
How many square pattern blocks did Diego use?
Then how many triangle pattern blocks did Diego use?
Expression: _________________________________
Student Response
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Activity Synthesis
Invite students who found different decompositions of 10 to share.
As students share, record each solution with an equation, such as
\(10 = 7 + 3\)
.
“Did _____ and _____ both show what happened in the story? How do you know?” (Yes. They both have 10 pattern blocks, with some triangles and some squares.)
“In the next activity, we will find more ways that we can make shapes with 10 pattern blocks.”


correct_option_index: 23