few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Topic options: 
A. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
B. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
C. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
D. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
G. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
H. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
I. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
J. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Your response:
Thought: In this problem, students learn to work with money, which involves different units of measure.
Answer: G

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_center_000269

2
options: Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
problem_activity: Optional activity
The goal of this task is to introduce the notion of a tessellation and then carefully examine how to create a tessellation with each pattern block shape (square, rhombus, equilateral triangle, isosceles trapezoid). For hexagons, there is only one way to fit them together because there will be gaps unless three hexagons meet at each vertex. The other shapes offer much more flexibility, and students have an opportunity to use their artistic creativity.
Students look for and make use of structure (MP7), both when they try to put copies of the shape together to build a tessellation and when they examine whether or not it is possible to construct a different tessellation.
Digital
Launch
Introduce the definition of a
tessellation
of the plane by polygons: a tessellation covers the plane with copies of the shape with no gaps and no overlaps.
Show the students the image from the previous notice and wonder activity, and ask them if these are tessellations. (Yes.)
Demonstrate how to use tracing paper to create a tessellation.
Arrange students in groups of 2. Each pair uses the same shape for their tessellations.
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. Include the following term and maintain the display for reference throughout the lesson: tessellation. Consider providing step-by-step directions for students to use tracing paper to create a tessellation. Invite students to suggest language or diagrams to include that will support their understanding.
Supports accessibility for: Memory; Language
Speaking: MLR8 Discussion Supports.
Amplify students' uses of mathematical language to communicate about tessellations; edge to edge, vertex, symmetrical, plane, rigid motion, etc. Encourage students to use these words, revoicing students’ ideas as necessary. Ask students to chorally repeat the phrases that include these words in context.
Design Principle(s): Support sense-making; Optimize output (for explanation)
Student Facing
With your partner, choose one of the six shapes in the toolbar that you will both use.
Select the shape tool by clicking on it. Create copies of your shape by clicking in the work space.
When you have enough to work with, click on the Move tool (the arrow) to drag or turn them.
If you have trouble aligning the shapes, right click to turn on the grid.
When you are finished making your tessellation, you can hide the points.
Compare your tessellation to your partner’s. How are they similar? How are they different?
If possible, make a third tessellation of the plane with your shape (different from the ones you and your partner already created). If not possible, explain why it is not possible.
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
Introduce the definition of a
tessellation
of the plane by polygons: a tessellation covers the plane with copies of the shape with no gaps and no overlaps.
Show the students the image from the previous notice and wonder activity, and ask them if these are tessellations. (Yes.)
Demonstrate how to use tracing paper to create a tessellation.
Arrange students in groups of 2. Each pair uses the same shape for their tessellations.
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. Include the following term and maintain the display for reference throughout the lesson: tessellation. Consider providing step-by-step directions for students to use tracing paper to create a tessellation. Invite students to suggest language or diagrams to include that will support their understanding.
Supports accessibility for: Memory; Language
Speaking: MLR8 Discussion Supports.
Amplify students' uses of mathematical language to communicate about tessellations; edge to edge, vertex, symmetrical, plane, rigid motion, etc. Encourage students to use these words, revoicing students’ ideas as necessary. Ask students to chorally repeat the phrases that include these words in context.
Design Principle(s): Support sense-making; Optimize output (for explanation)
Student Facing
[IMG]
Pick one of the shapes. Create a
tessellation
by tracing copies of your shape. Make sure to use the same shape as your partner.
Compare your tessellation to your partner’s. How are they similar? How are they different?
If possible, make a third tessellation of the plane with your shape (different from the ones you and your partner already created). If not possible, explain why it is not possible.
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
Tessellations do not need to be edge to edge. That is, pieces do not need to fit together with edges of the same lengths matching exactly.
Tessellations do not need to have symmetric, repeating patterns, though sometimes the shape forces it (as with the regular hexagons).
Activity Synthesis
Important questions to address include:
“Were you able to make different tessellations with your shape?” (It depends on the shape.)
“If not, why not?” (Three hexagons have to come together at each vertex: once the first hexagon of the pattern is placed, everything else has no flexibility.)
“If so how?” (Triangles can be built into hexagons, or they can make rows that can be translated and stacked on top of one another. Parallelograms can also be made into hexagons or rows. Trapezoids can be made into hexagons or rows. Rhombuses can be made into rows and translated. Squares can also be made into rows and translated.)
“What does it look like to
not
define a tessellation?” (Two octagons can be put together sharing a vertex, but there is a gap that is not large enough for a third octagon.)
Make sure, as students share their ideas for tessellations, to use the language of rigid motions to describe the tessellations. For example, if a student has built a tessellation with parallelograms, choose two parallelograms and ask:
“How can I use rigid motions to move one of these parallelograms into the position of the other?”
“Are there other ways I could do this?”


correct_option_index: 8