few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Your response:
Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Know that there are numbers that are not rational, and approximate them by rational numbers.

Represent and model with vector quantities.

Represent complex numbers and their operations on the complex plane.

Perform operations on matrices and use matrices in applications.

Extend the properties of exponents to rational exponents.

Use complex numbers in polynomial identities and equations.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Use properties of rational and irrational numbers.

Perform operations on vectors.

Compute fluently with multi-digit numbers and find common factors and multiples.

Perform arithmetic operations with complex numbers.

Apply and extend previous understandings of numbers to the system of rational numbers.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Reason quantitatively and use units to solve problems.
problem_activity: Activity
Students solved equations of the form
\(x+p = q\)
and
\(px=q\)
in grade 6, but the equations only involved positive values. This activity bridges their understanding of a solution to an equation as a value that makes the equation true with their understanding of operations involving negative numbers from this unit. This activity builds on the work students have done in this lesson evaluating expressions at different values.
Monitor for students who:
take an arithmetic approach by substituting in values and evaluating. (Does
\(\text-2 \boldcdot (\text-4.5) = \text-9\)
?)
take an algebraic approach by writing an equivalent equation using an inverse operation (If
\(\text-2 \boldcdot x=\text-9\)
, then
\(x=\text-9 \div \text-2\)
.)
Digital
Launch
Allow students 5 minutes quiet work time followed by whole class discussion.
The digital version has an applet that allows students to see how many correct answers they have at any time.
Action and Expression: Internalize Executive Functions.
To support development of organizational skills, check in with students within the first 2-3 minutes of work time. Check to make sure students matched the correct solution to the first equation and can explain their reasoning with an arithmetic or algebraic approach.
Supports accessibility for: Memory; Organization
Student Facing
Match each equation to a value that makes it true by dragging the answer to the corresponding equation. Be prepared to explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Allow students 5 minutes quiet work time followed by whole class discussion.
The digital version has an applet that allows students to see how many correct answers they have at any time.
Action and Expression: Internalize Executive Functions.
To support development of organizational skills, check in with students within the first 2-3 minutes of work time. Check to make sure students matched the correct solution to the first equation and can explain their reasoning with an arithmetic or algebraic approach.
Supports accessibility for: Memory; Organization
Student Facing
Match each equation to its solution.
\(\frac12 x=\text-5\)
\(\text-2x=\text-9\)
\(\text-\frac12 x=\frac14\)
\(\text-2x=7\)
\(x+\text-2 = \text-6.5\)
\(\text-2+x=\frac12\)
\(x = \text-4.5\)
\(x = \text-\frac12\)
\(x = \text-10\)
\(x = 4.5\)
\(x = 2 \frac12\)
\(x=\text-3.5\)
Be prepared to explain your reasoning.
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
Select an equation for which there is a student who took an arithmetic approach and a student who took an algebraic approach. Ask students to share their reasoning for why a solution is correct. Sequence arithmetic approaches before algebraic approaches. An example of an arithmetic approach: “I know that -3.5 is the solution to
\(\text-2x=7\)
, because I know that
\(\text-2 \boldcdot (\text-3.5)=7\)
. An example of an algebraic approach: “If
\(\text-2x=7\)
, then I know that
\(x=7 \div \text-2\)
.) Record their work, side by side, for all to see. If there are no equations for which students took both approaches, present both approaches anyway. Tell students that either approach is valid, but that in the next unit they will see some more complicated equations for which one approach might be simpler than the other.
Representing, Conversing, Listening: MLR7 Compare and Connect.
Use this routine to support whole-class discussion. Ask students, “What is the same and what is different?” about how they matched the expressions. Connect strategies by showing the different ways operations are used in each approach (e.g., arithmetic method by substituting in values and evaluating; algebraic method by using an inverse operation). Use gestures, and color on the display to highlight these connections. This helps students use mathematical language as they reason about their strategies to evaluate equivalent equations.
Design Principle(s): Maximize meta-awareness; Support sense-making


correct_option_index: 12