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: Solve real-world and mathematical problems involving area, surface area, and volume.

Experiment with transformations in the plane.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Apply trigonometry to general triangles.

Classify two-dimensional figures into categories based on their properties.

Understand and apply the Pythagorean Theorem.

Visualize relationships between two-dimensional and three-dimensional objects.

Make geometric constructions.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Use coordinates to prove simple geometric theorems algebraically.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Analyze, compare, create, and compose shapes.

Translate between the geometric description and the equation for a conic section.

Prove geometric theorems.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Prove theorems involving similarity.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Define trigonometric ratios and solve problems involving right triangles.

Reason with shapes and their attributes.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Understand similarity in terms of similarity transformations.

Understand congruence in terms of rigid motions.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Explain volume formulas and use them to solve problems.

Apply geometric concepts in modeling situations.

Understand and apply theorems about circles.

Find arc lengths and areas of sectors of circles.
problem_activity: Narrative
The purpose of this activity is for students to identify the attributes that make a quadrilateral a rectangle, a rhombus, or a square. They do so by studying examples and non-examples, looking for features that each set has in common and drawing conclusions accordingly (MP7). The goal is not to craft the most precise definition for each, but to develop an understanding of the defining geometric attributes.
MLR8 Discussion Supports.
Display sentence frames to support small-group discussion: “I notice _____ so I think . . .”, “_____ and _____ are the same/alike because . . .”, “_____ and _____ are different because . . . .”
Advances: Conversing, Representing
Engagement: Provide Access by Recruiting Interest.
Optimize meaning and value. Invite students to share, with a partner, the attributes needed in order to be an example of this type of quadrilateral.
Supports accessibility for: Social-Emotional Functioning, Attention
Required Preparation
Create a chart with labels showing a rectangle, rhombus, and square for the lesson synthesis.
Launch
Groups of 2–3
Display the examples and non-examples of right triangles.
“The triangles on the left are right triangles. The ones on the right are not. Take a minute to think about their differences.”
“Then, choose all the shapes that are right triangles from the set labeled A–H. Write down what you think makes a shape a right triangle.”
1–2 minutes: quiet think time
1–2 minutes: partner discussion
Share responses.
“All triangles on the left and triangle E in the set are right angles. A triangle with a right angle is a right triangle.”
Activity
“Work with your group to analyze what makes a shape a rectangle, a rhombus, or a square. Each group will look at one type of quadrilateral.”
Assign each group one quadrilateral to analyze.
3–5 minutes: small-group work time
“Now, share your work with another group that worked on the same quadrilateral. Be sure to ask any questions you have about each other’s work.”
3–5 minutes: small-group discussion
Student Facing
These are right triangles.
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These are not right triangles.
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Which of the following are right triangles? Circle them.
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What makes a shape a right triangle?
These are rectangles.
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These are not rectangles.
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Which of the following are rectangles? Circle them.
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What makes a shape a rectangle?
These are rhombuses.
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These are not rhombuses.
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Which of the following are rhombuses? Circle them.
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What makes a shape a rhombus?
These are squares.
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These are not squares.
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Which of the following are squares? Circle them.
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What makes a shape a square?
Student Response
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Activity Synthesis
Invite 1–2 groups who analyzed rectangles to share their responses. Record their responses.
Ask the class:
“Do you agree with the shapes that are marked as rectangles (or rhombuses or squares)?”
“Do you agree with the descriptions?”
“Is there any part of the descriptions you’d say differently?”
“Is there anything you'd add to the description?”
When students have finished describing rectangles, highlight that: “A shape is a rectangle only if it is a quadrilateral with only right angles, and the sides that are across from each other are the same length.”
Repeat the discussion with rhombuses and squares.


correct_option_index: 18