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: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Understand place value.

Work with numbers 11–19 to gain foundations for place value.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Extend the counting sequence.

Use place value understanding and properties of operations to add and subtract.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Understand the place value system.
problem_activity: Narrative
In this activity, students solve contextual problems that involve subtracting numbers with non-zero digits from numbers with one or more zero digits. Students may choose other ways to find the difference (for example, adding up and using a number line to keep track), but are asked to use the standard algorithm at least once.
In the launch, students subtract their age from the current year. This provides an opportunity for students to notice the relationship between this difference and their current age (MP7).
Required Materials
Materials to Gather
Grid paper
Launch
Groups of 2
Give students access to grid paper.
“Write the year that you were born down and subtract that year from the current year.”
“Share with a neighbor what you found out.” (Students will notice that the number that results is their current age or the age they will be on their upcoming birthday.)
“Jada used this method to find the age of some of her relatives.”
Activity
10 minutes: partner work time
Student Facing
Jada recorded the birth year of some of her maternal grandparents for a family history project.
|   family member   | birth year |
|-------------------|------------|
|    grandmother    |    1952    |
|    grandfather    |    1948    |
| great-grandmother |    1930    |
| great-grandfather |    1926    |
As of this year, what is the age of each family member? Show your reasoning. Use the standard algorithm at least once.
Student Response
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Activity Synthesis
Ask students to share responses.
“Which years did you find easiest to subtract? Which were more difficult? Why?” (Subtracting a year without decomposing any units was easier than subtracting a year that required decomposing.)
Prompt students to check and compare ages found using the standard algorithm and those found using other ways of reasoning.


correct_option_index: 0