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.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response:
Thought: In this problem, students work with money in the form of coins.
Answer: N

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Multiply and divide within 100.

Interpret the structure of expressions.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Gain familiarity with factors and multiples.

Perform arithmetic operations on polynomials.

Use the four operations with whole numbers to solve problems.

Solve equations and inequalities in one variable.

Understand properties of multiplication and the relationship between multiplication and division.

Represent and solve equations and inequalities graphically.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Reason about and solve one-variable equations and inequalities.

Work with addition and subtraction equations.

Use properties of operations to generate equivalent expressions.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Represent and solve problems involving multiplication and division.

Rewrite rational expressions.

Work with equal groups of objects to gain foundations for multiplication.

Create equations that describe numbers or relationships

Analyze patterns and relationships.

Add and subtract within 20.

Represent and analyze quantitative relationships between dependent and independent variables.

Understand the connections between proportional relationships, lines, and linear equations.

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving addition and subtraction.

Understand the relationship between zeros and factors of polynomials.

Understand solving equations as a process of reasoning and explain the reasoning.

Solve systems of equations.

Use polynomial identities to solve problems.

Work with radicals and integer exponents.

Understand and apply properties of operations and the relationship between addition and subtraction.

Write and interpret numerical expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Generate and analyze patterns.
problem_activity: In Class Launch
Use after Unit 2, Lesson 3
Elicit students’ prior knowledge about the solar system and what it looks like. Sketch a picture like this of the sun and a few planets with their orbital paths.
[IMG]
Using student input and making corrections if necessary, write a list of the planets in order from nearest to farthest away from the sun (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune). Ask students to estimate how long it takes each planet to go around the sun, and write the estimates next to each planet.
Tell students that there is a relationship between a planet’s distance from the sun and its orbital period (the time it takes to complete one revolution around the sun). In this activity, they will figure out how to describe that relationship using polynomials.
Teacher Instructions
Although students saw how to find equations to fit data in an earlier course, this is the first time they fit polynomial equations to data. If students need a hint about how to find a polynomial equation that fits the data better, it may help them to know that polynomials of higher degree can fit data points more closely. One good strategy is to start with a polynomial of degree 1 or 2 and then add more terms. For example, students could start with an equation of the form
\(y=nx^2\)
and then move to
\(y=nx^2+mx\)
and
\(y=nx^2+mx+k\)
. If the maximum amount of terms (1 greater than the degree) is reached and the polynomial is still not a good fit, then the degree can be increased.
Graphing technology can be a very helpful tool for finding models in this way, and students should be encouraged to use it. Graphing calculators can automatically find polynomials of specified forms that are the closest possible fit to a set of data. Desmos also has this feature. Calculators may report the value of
\(R^2\)
for the functions they produce.
\(R^2\)
measures how closely a function fits a set of data points. Tell students that the closer to 1
\(R^2\)
is, the better the function fits the data.
To conclude the task, invite students to share their models for the relationship between the orbital period and distance, and for the relationship between the orbital period and the square root of the distance. The square root should have a much simpler relationship to the orbital period: if we cube the square root of the distance and multiply it by some constant, we get the period. This is exactly what Kepler found. Share with students the statement of Kepler’s third law, which is: “The square of the orbital period of a planet is proportional to the cube of the semi-major axis of its orbit”. What this means is that the square of the orbital period is some constant times the cube of the distance. This can be expressed as
\(p^2 = n \boldcdot d^3\)
. This can be rearranged into something of the form
\(p= k (d^{1/2})^3\)
, which is the relationship that students have been investigating.
Once Kepler saw this relationship, he could divide the square of any planet’s period by the cube of its distance in order to find out what the proportionality constant is. Students can try this for themselves and verify that all planets have the same proportionality constant. They may also want to compare what happens with Jupiter’s moons—do they have the same proportionality constant as the planets? Newton’s laws of gravity later explained why this relationship between distance and period is true.
Student-Facing Statement
In the early 1600s, Johannes Kepler (1571–1630) studied the motions of the planets to find a good mathematical model for them. In 1619, he published his third law of planetary motion, which says how the orbital periods of the planets are related to their distances from the sun. In Kepler’s time, Uranus and Neptune had not been discovered, but here is the data for all 8 planets:
| planet  | distance (millions of km) | period (days) |
|---------|---------------------------|---------------|
| Mercury |           57.9            |     88.0      |
|  Venus  |           108.2           |     224.7     |
|  Earth  |           149.6           |     365.2     |
|  Mars   |           227.9           |     687.0     |
| Jupiter |           778.6           |     4,331     |
| Saturn  |          1,433.5          |    10,747     |
| Uranus  |          2,872.5          |    30,589     |
| Neptune |          4,495.1          |    59,800     |
Plot the distance (
\(x\)
) and period (
\(y\)
) of each planet, and find a polynomial model that fits the data as well as possible. You may have to experiment with both the degree of your polynomial function and the number of terms.
Make another plot that uses the square root of each distance instead, and find a polynomial model that fits those points as well as possible.
Which model do you think is best?
Jupiter has a lot of moons. Look up the periods and distances of some of them, and use that data to make a polynomial model of the relationship between period and distance for Jupiter’s moons.
Use your model to predict the period of another one of Jupiter’s moons using the radius of its orbit.
How good was the prediction? What are some possible sources of error?
Teacher Instructions
Although students saw how to find equations to fit data in an earlier course, this is the first time they fit polynomial equations to data. If students need a hint about how to find a polynomial equation that fits the data better, it may help them to know that polynomials of higher degree can fit data points more closely. One good strategy is to start with a polynomial of degree 1 or 2 and then add more terms. For example, students could start with an equation of the form
\(y=nx^2\)
and then move to
\(y=nx^2+mx\)
and
\(y=nx^2+mx+k\)
. If the maximum amount of terms (1 greater than the degree) is reached and the polynomial is still not a good fit, then the degree can be increased.
Graphing technology can be a very helpful tool for finding models in this way, and students should be encouraged to use it. Graphing calculators can automatically find polynomials of specified forms that are the closest possible fit to a set of data. Desmos also has this feature. Calculators may report the value of
\(R^2\)
for the functions they produce.
\(R^2\)
measures how closely a function fits a set of data points. Tell students that the closer to 1
\(R^2\)
is, the better the function fits the data.
To conclude the task, invite students to share their models for the relationship between the orbital period and distance, and for the relationship between the orbital period and the square root of the distance. The square root should have a much simpler relationship to the orbital period: if we cube the square root of the distance and multiply it by some constant, we get the period. This is exactly what Kepler found. Share with students the statement of Kepler’s third law, which is: “The square of the orbital period of a planet is proportional to the cube of the semi-major axis of its orbit”. What this means is that the square of the orbital period is some constant times the cube of the distance. This can be expressed as
\(p^2 = n \boldcdot d^3\)
. This can be rearranged into something of the form
\(p= k (d^{1/2})^3\)
, which is the relationship that students have been investigating.
Once Kepler saw this relationship, he could divide the square of any planet’s period by the cube of its distance in order to find out what the proportionality constant is. Students can try this for themselves and verify that all planets have the same proportionality constant. They may also want to compare what happens with Jupiter’s moons—do they have the same proportionality constant as the planets? Newton’s laws of gravity later explained why this relationship between distance and period is true.
Student-Facing Statement
In the early 1600s, Johannes Kepler (1571–1630) studied the motions of the planets to find a good mathematical model for them. In 1619, he published his third law of planetary motion, which says how the orbital periods of the planets are related to their distances from the sun. In Kepler’s time, Uranus and Neptune had not been discovered, but here is the data for all 8 planets:
| planet  | distance (millions of km) | period (days) |
|---------|---------------------------|---------------|
| Mercury |           57.9            |     88.0      |
|  Venus  |           108.2           |     224.7     |
|  Earth  |           149.6           |     365.2     |
|  Mars   |           227.9           |     687.0     |
| Jupiter |           778.6           |     4,331     |
| Saturn  |          1,433.5          |    10,747     |
| Uranus  |          2,872.5          |    30,589     |
| Neptune |          4,495.1          |    59,800     |
Plot the distance (
\(x\)
) and period (
\(y\)
) of each planet, and find a polynomial model that fits the data as well as possible. You may have to experiment with both the degree of your polynomial function and the number of terms.
Make another plot that uses the square root of each distance instead, and find a polynomial model that fits those points as well as possible.
Which model do you think is best?
Jupiter has a lot of moons. Here are the periods and distances of the Galilean moons, which were discovered in 1610:
|   moon   | distance (thousands of km) | period (days) |
|----------|----------------------------|---------------|
|    Io    |           421.8            |     1.77      |
|  Europa  |           671.1            |     3.55      |
| Ganymede |           1070.4           |     7.16      |
| Callisto |           1882.7           |     16.69     |
Use the data to make a polynomial model of the relationship between period and distance for Jupiter’s moons.
Another moon of Jupiter, number LXXI, was discovered in 2018. Its distance from Jupiter is 11,483 thousand km. According to your model, what should its period be?
The actual period of the moon is 252.0 days. How close was the prediction? What are some possible sources of error?


correct_option_index: 17