few_shots: Example 1:
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

Example 2:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
Thought: This problem involves understanding fractions, multiplication, and division.
Answer: A

Example 3:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Your response:
Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Draw, construct, and describe geometrical figures and describe the relationships between them.

Find arc lengths and areas of sectors of circles.

Analyze, compare, create, and compose shapes.

Prove geometric theorems.

Prove theorems involving similarity.

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

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

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

Make geometric constructions.

Understand and apply the Pythagorean Theorem.

Apply geometric concepts in modeling situations.

Use coordinates to prove simple geometric theorems algebraically.

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

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

Experiment with transformations in the plane.

Explain volume formulas and use them to solve problems.

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

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

Apply trigonometry to general triangles.

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

Understand and apply theorems about circles.

Understand similarity in terms of similarity transformations.

Reason with shapes and their attributes.

Define trigonometric ratios and solve problems involving right triangles.

Understand congruence in terms of rigid motions.

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

Solve real-world and mathematical problems involving area, surface area, and volume.
problem_activity: Activity
In this activity, students continue the work on finding the volume of a right rectangular prism with fractional edge lengths. This time, they do so by packing it with unit cubes of different unit fractions for their edge lengths—
\(\frac13\)
,
\(\frac12\)
, and
\(\frac14\)
of an inch. They use these cubes to find the volume of the prism in cubic inches, decide which unit fraction works better to accomplish this goal and why, and explain whether cubes of different fractional edge lengths would lead to the same volume in cubic inches (MP3).
As students work, notice those who are able to clearly explain why cubes with a particular fractional edge length are preferable as a unit of measurement and why the volume in cubic inches will be the same regardless of the cubes used. Invite them to share later.
Launch
Arrange students in groups of 3–4. Give them 8–10 minutes of quiet work time, and then 5 minutes to discuss their responses with their group. Ask groups to be sure to discuss the third question. Encourage students to draw a sketch to help with reasoning, if needed.
Representation: Internalize Comprehension
. Activate or supply background knowledge about measurement. Students may benefit from watching a quick demonstration or video of packing cubes into a box. Review terms such as dimensions, volume, and cubic units.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Diego says that 108 cubes with an edge length of
\(\frac13\)
inch are needed to fill a rectangular prism that is 3 inches by 1 inch by
\(1\frac13\)
inch.
Explain or show how this is true. If you get stuck, consider drawing a diagram.
What is the volume, in cubic inches, of the rectangular prism? Explain or show your reasoning.
Lin and Noah are packing small cubes into a larger cube with an edge length of
\(1\frac12\)
inches. Lin is using cubes with an edge length of
\(\frac12\)
inch, and Noah is using cubes with an edge length of
\(\frac14\)
inch.
Who would need more cubes to fill the
\(1\frac12\)
-inch cube? Be prepared to explain your reasoning.
If Lin and Noah each use their small cubes to find the volume of the larger
\(1\frac12\)
-inch cube, will they get the same answer? Explain or show 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.
Anticipated Misconceptions
If students have trouble getting started, ask them to revisit their work with
\(\frac12\)
-inch cubes from a previous lesson. Remind them that a cube with
\(\frac 12\)
-inch edge length has a volume of
\(\frac18\)
in
3
(because we can fit 8 of such cubes in a 1-inch cube). Ask them to think about how many
\(\frac13\)
-inch cubes can fit into a 1-inch cube, or think about what the volume of a
\(\frac13\)
-inch cube is in cubic inches.
Some students may not be able to visualize and keep track of the measurements of the boxes in this task. Encourage students to draw and label the measurements of the boxes described in these questions.
Activity Synthesis
Select several students to share their responses and articulate their reasoning. Compare the different strategies students used for finding the volume of the rectangular prism. Ask students:
“Does it matter which fractional-unit cubes we use to find the volume? Why or why not?” (As long as the unit fraction can fit evenly into all three edge lengths of the prism, it doesn’t matter what unit fraction we use.)
“Do certain unit fractions work better as edge lengths of the small cubes than others?” (It helps to use as large a unit fraction as possible, since it means using fewer cubes and working with fractions that are closer to 1.)
“Is there another way of finding the volume of a rectangular prism with fractional edge length besides using these small cubes?” (Multiply the fractional edge lengths.)
Point out that it is helpful to use a unit fraction that is a common factor of the fractional edge lengths of the prism. Make sure students also recognize that multiplying the edge lengths of the prism is a practical way to find the volume of such a rectangular prism.


correct_option_index: 26