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: Represent and solve problems involving addition and subtraction.

Create equations that describe numbers or relationships

Solve systems of equations.

Use polynomial identities to solve problems.

Perform arithmetic operations on polynomials.

Reason about and solve one-variable equations and inequalities.

Gain familiarity with factors and multiples.

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

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

Work with radicals and integer exponents.

Rewrite rational expressions.

Interpret the structure of expressions.

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

Understand the relationship between zeros and factors of polynomials.

Write expressions in equivalent forms to solve problems.

Add and subtract within 20.

Multiply and divide within 100.

Use properties of operations to generate equivalent expressions.

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

Use the four operations with whole numbers to solve problems.

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

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

Generate and analyze patterns.

Write and interpret numerical expressions.

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

Represent and solve problems involving multiplication and division.

Analyze patterns and relationships.

Represent and solve equations and inequalities graphically.

Work with addition and subtraction equations.

Solve equations and inequalities in one variable.

Apply and extend previous understandings of arithmetic to algebraic expressions.
problem_activity: Warm-up
The purpose of this warm-up is for students to reason about expressions with negative exponents on a number line. Students explore a common misunderstanding about negative exponents that is helpful to address before scientific notation is used to describe very small numbers.
For students’ reference, consider displaying a number line from a previous lesson that shows powers of 10 on a number line.
Launch
Give students 2 minutes of quiet work time, followed by a whole-class discussion.
Student Facing
Kiran drew this number line.
[IMG]
Andre said, “That doesn’t look right to me.”
Explain why Kiran is correct or explain how he can fix the number line.
Student Response
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Activity Synthesis
The important idea to highlight during the discussion is that the larger the size (or absolute value) of a negative exponent, the closer the value of the expression is to zero. This is because the negative exponent indicates the number of factors that are
\(\frac{1}{10}\)
. For example,
\(10^{\text-5}\)
represents 5 factors that are
\(\frac{1}{10}\)
and
\(10^{\text-6}\)
represents 6 factors that are
\(\frac{1}{10}\)
, so
\(10^{\text-6}\)
is 10 times smaller than
\(10^{\text-5}\)
.
Ask one or more students to explain whether they think the number line is correct and ask for their reasoning. Record and display their reasoning for all to see, preferably on the number line. If possible, show at least two correct ways the number line can be fixed.


correct_option_index: 9