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.


Standard options: 
A. Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
B. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
C. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
D. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
E. Fluently add and subtract within 5.


Your response:
Thought: This task involves representing addition with objects such as number cards and dice.
Answer: A

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
$$-\frac{1}{4}$$


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Your response:
Thought: This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).
Answer: B

Example 3:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Your response:
Thought: An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation. Solving this problem does not require use of the Pythagorean identity.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Understand the relationship between numbers and quantities; connect counting to cardinality.

Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
problem_activity: Narrative
The purpose of this activity is to build towers with solid shapes and count how many solid shapes are in the tower. Students will need to think strategically about which shapes to use and their properties. For stacking shapes, it is important to have flat faces. Students may notice that spheres can not be used to build towers. Pyramids and cones can be used as the top of the tower, but nothing can be stacked on top of them. The purpose of the activity synthesis is to discuss the attributes of shapes and why students chose the shapes they did to build their towers.
MLR8 Discussion Supports.
During group work, invite students to take turns sharing their responses. Ask students to restate what they heard using precise mathematical language and their own words. Original speakers can agree or clarify for their partner.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Geoblocks
Solid shapes
Launch
Groups of 2
Give students access to solid shapes and geoblocks.
“Use solid shapes to make the tallest tower you can.”
3 minutes: independent work time
Activity
“Compare with your partner. How are your towers the same? How are they different?” (Sample response: We both used a lot of cubes. My tower has a point on top. My partner’s tower is taller.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“Write a number to show how many solid shapes you used in your tower.”
2 minutes: independent work time
“Did you or your partner use more solid shapes in their tower?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Student Facing
How many solid shapes did you use in your tower?
_______________
Activity Synthesis
Invite students to share their towers.
“What shapes did ____ use?” (There are some cubes and a pyramid on top.)
“How many shapes did ___ use?” (4)
“Did you use a sphere in your tower? Why?” (No. I could not put anything on top of it because it’s round. It rolled away because it’s round.)
“Did you use a cone in your tower?” (It worked at the very top but I could not put anything on top of the cone.)


correct_option_index: 1