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: Work with time and money.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Convert like measurement units within a given measurement system.

Represent and interpret data.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Classify objects and count the number of objects in each category.

Measure lengths indirectly and by iterating length units.

Relate addition and subtraction to length.

Geometric measurement: understand concepts of angle and measure angles.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Describe and compare measurable attributes.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Measure and estimate lengths in standard units.

Tell and write time.
problem_activity: Narrative
The purpose of this activity is for students to interpret a scaled picture graph and write questions that can be asked based on the data represented in a scaled picture graph.
MLR8 Discussion Supports.
Use multimodal examples to show the meaning of a symbol. Use verbal descriptions along with gestures, drawings, or concrete objects to show how each flower on the graph is a symbol that represents five flowers that were seen in the park.
Advances: Listening, Representing
Representation: Internalize Comprehension.
Synthesis
:
Invite students to identify which details were needed to solve the problem. Display the sentence frame, “The next time I read a scaled picture graph I will pay attention to . . . .“
Supports accessibility for: Conceptual Processing
Launch
Groups of 2
Display the graphs for all to see.
“What are some strategies you could use to read the graphs?” (In the Flowers I Saw on the Way Home graph I could count each category by 5 since each picture represents 5 flowers.)
1 minute: quiet think time
Share and record responses.
Activity
“Now, we’re going to answer some questions about the scaled picture graphs. You will also have a chance to write your own question that can be asked based on each graph.”
8–10 minutes: partner work time
If there is time, have groups trade books and answer each other’s questions.
Math Community: As students work, monitor for examples of the “Doing Math” actions.
Student Facing
Andre collected data to see how many of each type of flower he saw on the way home. The data is shown in this picture graph:
[IMG]
How many of each type of flower did Andre see on the way home?
roses _____
tulips _____
daisies _____
violets _____
Write 2 questions that you could ask about the flowers Andre saw on his way home.
A group of students were asked, “What is your favorite type of book?” Their responses are shown in this picture graph:
[IMG]
How many students liked each type of book? How do you know?
Write 2 questions that you could ask about students’ favorite types of books based on the graph.
Student Response
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Advancing Student Thinking
If students answer questions about the graph with numbers that don’t match the graph, consider asking:
“How did you answer the questions about the graph?”
“What does the key tell us about each picture in the graph?”
Activity Synthesis
Have students share responses to the questions they answered and explain their reasoning.
Consider asking:
“How did you use the scale to answer the questions?” (I counted by the number that each picture represented, like by 5 for the flowers and by 2 for the students.)
Share a variety of student written questions.
Consider asking:
“How did you know your question could be answered with the graph?” (The data you needed to answer the question was in the graph.)
If time ask, “What questions cannot be answered by this graph?” (How many students' favorite type of book is graphic novels?)


correct_option_index: 3