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.


Topic options: 
A. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
B. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
C. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
D. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
E. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
H. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
I. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
J. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
K. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.


Your response:
Thought: This task involves learning addition, which is a mathematical operation, using objects.
Answer: F

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_task_001477

K
options: Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
problem_activity: Activity
The purpose of this activity is for students to learn and practice a strategy for rewriting rational numbers with decimal representations that repeat eventually into their fraction representations. Students begin by arranging cards in order that show how the strategy was used to show
\(0.4\overline{85}=\frac{481}{990}\)
. Next, students use the strategy to calculate the fraction representations of two other values.
The extension problem asks students to repeat the task for decimal expansions with a single repeating digit, such as
\(0.\overline{3}\)
and
\(0.\overline{9}\)
.  While simpler to process algebraically, it may be counter-intuitive for students to conclude that
\(0.\overline{9}=1\)
. The fact that one number can have two different decimal expansions is often surprising, and hints at the fact that the number line has some quite subtle aspects to it.  Students might insist that
\(0.\overline{9}\)
must be strictly less than 1, which can invite an interesting discussion as to the nature of infinite decimal expansions.  If such a discussion arises, invite students to try to make their argument precise, and to try to explain where they feel there is a flaw in their argument that
\(0.\overline{9}=1\)
.  Discussion points to help resolve lingering dissonance include:
Asking whether any numbers on the number line could be
between
\(0.\overline{9}\)
and
\(1\)
.
Whether expressions like
\(0.\overline{9}5\)
make any sense.  (They do not, since the notation
\(0.\overline{9}\)
notation means the pattern continues
forever.
)
A second argument for those who accept that
\(\frac{1}{3}=0.\overline{3}\)
is to multiply both sides by 3.
Launch
Demonstrate the algorithm with an example such as converting
\(0.\overline{12} = \frac{12}{99}\)
.
Arrange students in groups of 2. Do not provide access to calculators. Distribute a set of the slips cut out from the blackline master to each group. Tell students that once they have the cards arranged, they should work on the second problem individually and then compare their work with their partner. Finish with a whole class discussion.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Prior to the whole-class discussion, invite students to share their work with a partner, detailing the steps they took to calculate the fraction representation of the repeating decimals. Display sentence frames to support student conversation such as: “First, I _____ because . . .”, “Next I . . .”, and “Finally, in order to solve, I _____ because . . . .”
Supports accessibility for: Language; Social-emotional skills
Writing, Speaking: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to revise and refine their response to “Use Noah’s method to calculate the fraction representation of 0.1
\(\overline{86}\)
and 0.7
\(\overline{88}\)
”. Ask each student to meet with 2–3 other partners for feedback. Display prompts for feedback that will help students strengthen their ideas and clarify their language. For example, “Can you explain how...?” and “You should expand on....”, “Can you say that another way?”, etc. Give students 1–2 minutes to revise their writing based on the feedback they received.​
Design Principle(s): Optimize output (for generalization)
Student Facing
Your teacher will give your group a set of cards. Each card will have a calculations side and an explanation side.
The cards show Noah’s work calculating the fraction representation of
\(0.4\overline{85}\)
. Arrange these in order to see how he figured out that
\(0.4\overline{85} = \frac{481}{990}\)
without needing a calculator.
Use Noah’s method to calculate the fraction representation of:
\(0.1\overline{86}\)
\(0.7\overline{88}\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Use this technique to find fractional representations for
\(0.\overline{3}\)
and
\(0.\overline{9}\)
.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
The goal of this discussion is to help students build a more robust understanding of how the strategy works. Begin the discussion by selecting 2–3 students to share their work for the second problem, displaying each step for all to see. Ask if anyone completed the problem in a different way and, if so, have those students also share.
If no students notice it, point out that when rewriting
\(0.7\overline{88}\)
, we can multiply by 100, but multiplying by 10 also works since the part that repeats is only 1 digit long.
End the discussion by asking students to rewrite
\(0.3\overline{0}\)
using this strategy. This is like using a sledgehammer for a nail, but it works and is reflective of the work they did in an earlier activity.


correct_option_index: 6