few_shots: Example 1:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

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. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. 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.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Example 3:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Your response:
Thought: This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.
Answer: G

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
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options: Relate addition and subtraction to length.

Measure lengths indirectly and by iterating length units.

Describe and compare measurable attributes.

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

Work with time and money.

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

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

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

Convert like measurement units within a given measurement system.

Measure and estimate lengths in standard units.

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

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

Tell and write time.

Represent and interpret data.

Geometric measurement: understand concepts of angle and measure angles.
problem_activity: Narrative
The purpose of this activity is for students to compare shapes by covering them with pattern blocks. Students experience tiling as a way to see which shape covers the most space. There are several ways to tile the shapes, but it may prove most useful to use the same units, such as triangles. The rectangle can only be fully tiled with square pattern blocks. To compare shapes B and C, students will need to notice that the rectangle and parallelogram can be made the same length, but the square pattern blocks used to tile the rectangle are taller than the blocks used to tile the parallelogram.
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The work here prepares students to tile figures with square tiles in the next lesson and to think of area in terms of square units.
MLR8 Discussion Supports.
Synthesis: Create a visual display of shapes A, B, and C. As students discuss their comparisons, annotate the display with their observations. For example, when comparing shape B to C, write “same length, but taller.”
Advances: Speaking, Listening
Action and Expression: Develop Expression and Communication.
Synthesis: Identify connections between strategies that result in the same outcomes but use differing approaches.
Supports accessibility for: Conceptual Processing
Required Materials
Materials to Gather
Pattern blocks
Scissors
Materials to Copy
Pattern Blocks to Compare Shapes
Required Preparation
Each group of 2 needs at least 2 hexagons and trapezoids,  4 squares and rhombuses, and 8 triangles.
Launch
Groups of 2
Give each student a copy of the blackline master.
Give each group pattern blocks.
Display the first two shapes (the hexagon and the heart-shaped octagon).
“What do you notice? What do you wonder?” (Students may notice: Both shapes could be made with pattern blocks. The second shape looks like the first shape, but it’s been bent. Students may wonder: Which shape covers more space? Which shape is larger?)
1 minute: quiet think time
Share and record responses.
“Which shape covers more space? How do you know?” (We can cover them with the same blocks, so they cover the same amount of space.)
2 minutes: partner discussion
Share and record responses.
Activity
“Let's continue comparing shapes. Work with your partner to decide which of these shapes covers the most space. Use pattern blocks if they are helpful.”
5 minutes: partner work time
Monitor for students who:
use pattern blocks to determine which shape covers the most space
notice that shape B and C would be the same length if one of the ends of B was moved over, but C covers more space because it is taller
Student Facing
Your teacher will give you handouts with some shapes on them.
Use pattern blocks to decide which shape covers the most space. Be ready to explain your reasoning.
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Student Response
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Activity Synthesis
Ask selected students to share strategies for tiling each shape with pattern blocks and how the tiling helped them decide which shape covers the most space.
“When we decide which shape covers the most space, we are talking about the area of a shape. We can think about the
area as the amount of space covered by a shape.”
“Which of these shapes has the greatest area?” (C takes up the most space, so it has the greatest area.)


correct_option_index: 5