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: Understand the place value system.

Understand place value.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Use place value understanding and properties of operations to add and subtract.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Work with numbers 11–19 to gain foundations for place value.

Extend the counting sequence.

Perform operations with multi-digit whole numbers and with decimals to hundredths.
problem_activity: Narrative
The purpose of this activity is for students to understand that the standard algorithm for addition can be used with decimals. Students first find the value of a sum of decimals using a strategy that makes sense to them and then see calculations organized using the standard algorithm. They recognize the importance of organizing the calculations and carefully recording any newly composed units.
When students share their explanation of Han's calculations with a partner and revise their work after receiving feedback they critique the reasoning of others and improve their arguments (MP3).
This activity uses
MLR1 Stronger and Clearer Each Time.
Advances: Conversing
Launch
Groups of 2
“Work on the first two problems on your own.”
Activity
5–6 minutes: independent work time
MLR1 Stronger and Clearer Each Time
“Share your description of Han’s work with your partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
3–5 minutes: structured partner discussion.
Repeat with 2–3 different partners.
“Revise your initial draft based on the feedback you got from your partners.”
2–3 minutes: independent work time
Student Facing
Find the value of
\(5.61 + 2.53\)
. Explain or show your reasoning.
Han used the standard algorithm to add decimals. This is Han’s work. Describe what Han did in each step.
[IMG]
Use the standard algorithm to find the value of
\(6.62+3.74\)
.
Student Response
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Advancing Student Thinking
If students do not get the correct solution, ask, “What 2 whole numbers will the answer be between?”
Activity Synthesis
“Solve the last problem on your own.”
2–3 minutes: independent work time
“What was helpful about using the standard algorithm?” (It was helpful to line up the numbers and keep track of everything. It was also helpful to add everything in order, step by step.)
“How was the standard algorithm with decimals the same as for whole numbers?” (I add numbers with the same place value and then when I get a new unit, like the 1 here, I write it over the correct place value.)


correct_option_index: 8