few_shots: Example:
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

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K
options: Calculate expected values and use them to solve problems.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Investigate patterns of association in bivariate data.

Use random sampling to draw inferences about a population.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Develop understanding of statistical variability.

Use probability to evaluate outcomes of decisions.

Understand and evaluate random processes underlying statistical experiments.

Summarize and describe distributions.

Interpret linear models.

Investigate chance processes and develop, use, and evaluate probability models.

Summarize, represent, and interpret data on a single count or measurement variable.

Understand independence and conditional probability and use them to interpret data.

Draw informal comparative inferences about two populations.
problem_activity: Task
Students were asked to report how far (in miles) they each live from school. The following distances were recorded.
|    | Student  | Distance |
|----|----------|----------|
| 1  |   Zane   |   0.4    |
| 2  | Jackson  |   0.5    |
| 3  | Benjamin |   1.0    |
| 4  | Bethany  |   1.0    |
| 5  |   Joe    |   2.4    |
| 6  |  Noelle  |   2.7    |
| 7  |  Tianye  |   3.0    |
| 8  | Anthony  |   3.2    |
| 9  |  Amanda  |   4.1    |
| 10 | Michaela |   4.2    |
| 11 | Miranda  |   4.4    |
| 12 |  Joseph  |   5.0    |
| 13 |   John   |   7.5    |
1.  Summary statistics for the distances are given below.
| Min | Q1  | Median | Q3  | Max | Mean |
|-----|-----|--------|-----|-----|------|
| 0.4 | 1.0 |  3.0   | 4.3 | 7.5 | 3.03 |
Construct a box plot for the distances and describe the main features of the distribution.
2.  John currently lives furthest from school. Would you consider his distance from school (7.5 miles) to be ”unusual"? Explain.
3.  John’s family is considering moving to a house that is 10 miles from school. How will this move affect the summary statistics? Change John’s distance from 7.5 miles to 10 miles and complete the table based on this new data.
| Min | Q1 | Median | Q3 | Max | Mean |
|-----|----|--------|----|-----|------|
|     |    |        |    |     |      |
Has the mean increased, decreased or remained unchanged? Has the median increased, decreased or remained unchanged? Explain how John’s move has affected these measures of center.
4.  Construct a boxplot of the distances after John's move. Would you consider John's new distance from school (10 miles) to be "unusual" now? Explain.
5.  A data point can be considered an “outlier” if it is more than 1.5 times the IQR above Q3 or more than 1.5 times the IQR below Q1. Using this description of an outlier, was John’s distance from school considered an outlier before the move? How about after the move? Support your answer with appropriate work.
6.  Zane lives closest to school. Using the description of an outlier given in question 5, is his distance considered an outlier?


correct_option_index: 12