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: Understand congruence in terms of rigid motions.

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

Apply geometric concepts in modeling situations.

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

Understand and apply the Pythagorean Theorem.

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

Use coordinates to prove simple geometric theorems algebraically.

Find arc lengths and areas of sectors of circles.

Explain volume formulas and use them to solve problems.

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

Understand similarity in terms of similarity transformations.

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

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

Experiment with transformations in the plane.

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

Understand and apply theorems about circles.

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

Analyze, compare, create, and compose shapes.

Prove theorems involving similarity.

Apply trigonometry to general triangles.

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

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

Prove geometric theorems.

Make geometric constructions.

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

Reason with shapes and their attributes.

Define trigonometric ratios and solve problems involving right triangles.
problem_activity: Optional activity
This challenging activity examines how measurement errors behave when 3 quantities are multiplied (versus 2 quantities in the previous activity). In other words, if I have measurements
\(a\)
,
\(b\)
, and
\(c\)
each with a maximum error of 5%, what percent error can
\(a \boldcdot b \boldcdot c\)
have? The arithmetic and algebraic demands of this task are high because students take a product of
three
quantities that each have a maximum percent error of 5%.
Launch
Arrange students in groups of 2. Provide access to calculators. Make sure students realize that the first question gives the measured values, not the actual values, for each dimension.
Give students 10 minutes to discuss with their partners, followed by whole-class discussion.
Conversing: MLR8 Discussion Supports.
Before students determine the maximum measurement error for the volume of a prism, invite pairs to make a prediction and justification. Use a sentence frame such as: “In a prism, if each dimension has a 5% maximum measurement error, we predict the volume’s maximum percentage error is ___ because….”. This will help students use the mathematical language of justifications to begin reasoning about the measurement error for volume.
Design Principle(s): Cultivate conversation; Support sense-making
Student Facing
The length, width, and height of a rectangular prism were measured to be 10 cm, 12 cm, and 25 cm. Assuming that these measurements are accurate to the nearest cm, what is the largest percent error possible for:
each of the dimensions?
the volume of the prism?
If the length, width, and height of a right rectangular prism have a maximum percent error of 1%, what is the largest percent error possible for the volume of the prism?
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
Students may think that the maximum error possible for the volume is 1% because the length, width, and height are within 1% of the actual values. Encourage these students to make calculations of the biggest and smallest possible length, width, and height. Then ask them to make calculations for the biggest and smallest possible volumes.
Activity Synthesis
Some discussion points include:
The first problem gives measurements and errors (but no percent error), while the second problem gives no measurements but does give the percent error. This makes the calculations notably different for the two problems.
In the first problem, we are given measurements and the possible size of error. We need to find the greatest percent error and, as we have seen in other cases, this happens for the smallest possible value of the measurement. If we were to find the percent error of each measurement, we would find that the error for the volume is a
larger
percent error than for any of the individual measurements.
In the second problem, we are given the maximum possible percent error but no measurements, and we need to find the largest possible error for the volume, that is, for the product of the three unknown measurements. The greatest percent error possible for the volume occurs when the measured value is as large as possible.
A unifying feature in these two problems is that we notice that the largest percent error occurs when the actual measurements are
smaller
than the measured values, as much smaller as possible.
Representation: Internalize Comprehension.
Use color and annotations to illustrate connections between representations. As students share their diagrams and reasoning, use color and annotations to scribe their thinking on a display of each problem so that it is visible for all students.
Supports accessibility for: Visual-spatial processing; Conceptual processing


correct_option_index: 14