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

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

Write and interpret numerical expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving multiplication and division.

Use polynomial identities to solve problems.

Analyze patterns and relationships.

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

Solve systems of equations.

Reason about and solve one-variable equations and inequalities.

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

Understand the relationship between zeros and factors of polynomials.

Interpret the structure of expressions.

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

Use the four operations with whole numbers to solve problems.

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

Add and subtract within 20.

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Multiply and divide within 100.

Write expressions in equivalent forms to solve problems.

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

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Perform arithmetic operations on polynomials.

Work with radicals and integer exponents.

Solve equations and inequalities in one variable.

Generate and analyze patterns.

Create equations that describe numbers or relationships

Represent and solve equations and inequalities graphically.

Represent and solve problems involving addition and subtraction.

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

Rewrite rational expressions.

Use properties of operations to generate equivalent expressions.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding three one-digit numbers within 20. When students look for ways to decompose addends to make a ten with another addend, and add the remaining addends to find the sum, they look for and make use of the structure of numbers and properties of operations (MP7).
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategies.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(6 + 4 + 8\)
\(6 + 8 + 4\)
\(6 + 8 + 5\)
\(6 + 5 + 9\)
Student Response
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Activity Synthesis
“Who can restate _____'s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone approach the problem in a different way?”


correct_option_index: 16