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

Find arc lengths and areas of sectors of circles.

Understand congruence in terms of rigid motions.

Use coordinates to prove simple geometric theorems algebraically.

Understand and apply theorems about circles.

Reason with shapes and their attributes.

Explain volume formulas and use them to solve problems.

Make geometric constructions.

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

Understand and apply the Pythagorean Theorem.

Apply geometric concepts in modeling situations.

Prove theorems involving similarity.

Understand similarity in terms of similarity transformations.

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

Prove geometric theorems.

Define trigonometric ratios and solve problems involving right triangles.

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

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

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

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

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

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

Apply trigonometry to general triangles.

Analyze, compare, create, and compose shapes.

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

Experiment with transformations in the plane.

Solve real-world and mathematical problems involving area, surface area, and volume.
problem_activity: Optional activity
In this activity, students use the areas of composite shapes from the previous activity to reason about the area of each tangram shape. Students may have recognized previously that the area of one small triangle is
\(\frac12\)
square unit, the area of one medium triangle is 1 square unit, and the area of one large triangle is 2 square units. Here they practice articulating how they know that these observations are true (MP3). The explanations could be written in words, or as clearly-labeled illustrations that support their answers.
As partners discuss, look for two ways of thinking about the area of each assigned triangle: by
composing
copies of the triangle into a square or a larger triangle, or by
decomposing
the triangle or the unit square into smaller pieces and
rearranging
the pieces. Identify at least one student who uses each approach.
Digital
Launch
Arrange students in groups of 2. Assign the first and second questions to one partner and the second and third questions to the other partner. Give each group access to the geometry toolkits and the same set of tangram pieces as used in the earlier activity.
Give students 3–4 minutes of quiet time to find the areas of their assigned triangles and to construct their explanations, followed by a few minutes to share their responses with their partner. Tell students that as one partner explains, the other should listen carefully and either agree or disagree with the explanation. They should then come to an agreement about the answers and explanations.
Classrooms using the digital activities can use an applet to assist in determining the areas of the triangles.
Speaking, Writing: MLR8 Discussion Supports.
Use this routine when students compare areas of triangles and squares to support the use of mathematical language. As students share their responses with their partner, circulate and encourage listeners to push speakers to use the language “compose,” “decompose,” or “rearrange” in their explanations. Look for students who name the square or larger triangles “composite figures” and amplify this language. Encourage students to borrow words and phrases from each other and to use this language in their written responses.
Design Principle(s): Cultivate conversation; Optimize output (for explanation)
Student Facing
Recall that the area of the square you saw earlier is 1 square unit. Complete each statement and explain your reasoning.
The area of the small triangle is ____________ square units. I know this because . . .
The area of the medium triangle is ____________ square units. I know this because . . .
The area of the large triangle is ____________ square units. I know this because . . .
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
Arrange students in groups of 2. Assign the first and second questions to one partner and the second and third questions to the other partner. Give each group access to the geometry toolkits and the same set of tangram pieces as used in the earlier activity.
Give students 3–4 minutes of quiet time to find the areas of their assigned triangles and to construct their explanations, followed by a few minutes to share their responses with their partner. Tell students that as one partner explains, the other should listen carefully and either agree or disagree with the explanation. They should then come to an agreement about the answers and explanations.
Classrooms using the digital activities can use an applet to assist in determining the areas of the triangles.
Speaking, Writing: MLR8 Discussion Supports.
Use this routine when students compare areas of triangles and squares to support the use of mathematical language. As students share their responses with their partner, circulate and encourage listeners to push speakers to use the language “compose,” “decompose,” or “rearrange” in their explanations. Look for students who name the square or larger triangles “composite figures” and amplify this language. Encourage students to borrow words and phrases from each other and to use this language in their written responses.
Design Principle(s): Cultivate conversation; Optimize output (for explanation)
Student Facing
Recall that the area of the square you saw earlier is 1 square unit. Complete each statement and explain your reasoning.
The area of the small triangle is _________ square units. I know this because . . .
The area of the medium triangle is _________ square units. I know this because . . .
The area of the large triangle is _________ square units. I know this because . . .
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 initially have trouble determining the areas of the shapes, ask how they reasoned about areas in the previous activity. Have samples of composed and decomposed shapes that form one square unit available for students to reference.
Activity Synthesis
After partners shared and agreed on the correct areas and explanations, discuss with the class:
“Did you and your partner use the same strategy to find the area of each triangle?”
“How were your explanations similar? How were they different?”
Select two previously identified students to share their explanations: one who reasoned in terms of
composing
copies of their assigned triangle into another shape, and one who reasoned in terms of
decomposing
their triangle or the unit square into smaller pieces and
rearranging
them. If these approaches are not brought up by students, be sure to make them explicit at the end of the lesson.


correct_option_index: 26