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.
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2
options: Analyze patterns and relationships.

Solve systems of equations.

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

Solve equations and inequalities in one variable.

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

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

Use properties of operations to generate equivalent expressions.

Rewrite rational expressions.

Represent and solve equations and inequalities graphically.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Multiply and divide within 100.

Perform arithmetic operations on polynomials.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with radicals and integer exponents.

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

Interpret the structure of expressions.

Gain familiarity with factors and multiples.

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

Create equations that describe numbers or relationships

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

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

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving addition and subtraction.

Generate and analyze patterns.

Use polynomial identities to solve problems.

Represent and solve problems involving multiplication and division.

Use the four operations with whole numbers to solve problems.

Work with addition and subtraction equations.

Add and subtract within 20.

Write and interpret numerical expressions.

Reason about and solve one-variable equations and inequalities.

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

Understand the relationship between zeros and factors of polynomials.
problem_activity: Narrative
The purpose of this activity is for students to write a
\(10 + n\)
expression that is equal to a given expression. Each expression given has three addends, two of which make a ten.
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Double 10-frames
Launch
Groups of 2
Give students access to double 10-frames and connecting cubes or two-color counters.
“Now you will write a
\(10 + n\)
expression with the same value as each of the given expressions.”
Activity
5 minutes: independent work time
3 minutes: partner discussion
Student Facing
Write a
\(10 + \boxed{\phantom{3}}\)
expression that has the same value as each expression.
\(5 + 7 + 5\)
\(3 + 7 + 6\)
\(1 + 9 + 9\)
\(4 + 8 + 6\)
\(8 + 10 + 2\)
If you have time, write as many expressions as you can with 3 numbers that are equal to
\(10 + 5\)
.
Student Response
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Activity Synthesis
Display each
\(10 + n\)
expression.
“In order to make adding three numbers easier, we can rewrite each expression as a
\(10 + \boxed{\phantom{3}}\)
expression.”
Invite students to say the value of each
\(10 + n\)
expression together.


correct_option_index: 10

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