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: Know that there are numbers that are not rational, and approximate them by rational numbers.

Compute fluently with multi-digit numbers and find common factors and multiples.

Represent and model with vector quantities.

Use properties of rational and irrational numbers.

Represent complex numbers and their operations on the complex plane.

Perform operations on matrices and use matrices in applications.

Reason quantitatively and use units to solve problems.

Apply and extend previous understandings of numbers to the system of rational numbers.

Perform arithmetic operations with complex numbers.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Extend the properties of exponents to rational exponents.

Perform operations on vectors.

Use complex numbers in polynomial identities and equations.
problem_activity: Activity
This activity connects the ideas of roots, rational exponents, graphs of exponential functions, and decimal approximations. Students graph
\(y=2^x\)
for a few integer values of
\(x\)
, approximate a smooth curve passing through those points, and use that curve to estimate the value of
\(2^x\)
for various rational inputs. Students then test these estimates using their understanding of the connection between rational exponents and roots.
Launch
Arrange students in groups of 2–3. Encourage them to compare their answers with their group after each question.
Since the first problem in this activity was designed to be completed without technology, ask students to put away any devices until after they complete it.
Representing, Conversing: MLR7 Compare and Connect.
Use this routine to prepare students for the whole class discussion about the graph of
\(y=2^x\)
. After students complete the table and sketch the graph of
\(y=2^x\)
, invite them to create a visual display of their work. Then ask students to quietly circulate and observe at least two other visual displays in the room. Give students quiet think time to consider what is the same and what is different about their tables and graphs. Next, ask students to find a partner to discuss what they noticed. Listen for and amplify the language students use to compare and contrast the estimates for
\(2^x\)
for various values of
\(x\)
between 0 and 2.
Design Principle(s): Cultivate conversation
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer collaboration. When students share their work with a partner, display sentence frames to support conversation such as: “First, I _____ because. . .”, “How did you get . . .?”, “That could/couldn’t be true because . . . .”
Supports accessibility for: Language; Social-emotional skills
Student Facing
Complete the table as much as you can without using a calculator. (You should be able to fill in three spaces.)
|                        \(x\)                         |   |   |   |   |   |   |
|------------------------------------------------------|---|---|---|---|---|---|
|    \(2^x\)                      (using exponents)    |   |   |   |   |   |   |
| \(2^x\)                      (decimal approximation) |   |   |   |   |   |   |
Plot the points that you filled in.
[IMG]
Connect the points as smoothly as you can.
Use this graph of
\(y=2^x\)
to estimate the value of the other powers in the table, and write your estimates in the table.
Let’s investigate
\(2^{\frac13}\)
:
Write
\(2^{\frac13}\)
using radical notation.
What is
\(\left( 2^{\frac13}\right)^3\)
?
Raise your estimate from the table of
\(2^{\frac13}\)
to the third power. What should it be? How close did you get?
Let’s investigate
\(2^{\frac23}\)
:
Write
\(2^{\frac23}\)
using radical notation.
What is the value of
\(\left( 2^{\frac23}\right)^3\)
?
Raise your estimate from the table of
\(2^{\frac23}\)
to the third power. What should it be? How close did you get?
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Student Facing
Are you ready for more?
Answer these questions using the fact that
\((1.26)^3 = 2.000376\)
.
Explain why
\(\sqrt[3]{2}\)
is very close to
\(1.26\)
. Is it larger or smaller than
\(1.26\)
?
Is it possible to write
\(\sqrt[3]{2}\)
exactly with a finite decimal expansion? Explain how you know.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Display several student graphs of
\(y=2^x\)
for all to see and invite students to share how close their estimates for the cubes of
\(2^{\frac13}\)
and
\(2^{\frac23}\)
were. The important takeaway from this activity is that whether we write the number as
\(2^{\frac23}\)
or
\(\sqrt[3]{2^2}\)
, the expression is just a number and its value can be approximated.


correct_option_index: 11