few_shots: Example 1:
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.


Mathematical concept/skill options: 
A. Write and interpret numerical expressions.
B. Generate and analyze patterns.
C. Analyze patterns and relationships.
D. Use properties of operations to generate equivalent expressions.
E. Use the four operations with whole numbers to solve problems.
F. Work with radicals and integer exponents.
G. Solve systems of equations.
H. Represent and solve problems involving multiplication and division.
I. Perform arithmetic operations on polynomials.
J. Understand the relationship between zeros and factors of polynomials.
K. Understand properties of multiplication and the relationship between multiplication and division.
L. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
M. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
N. Use polynomial identities to solve problems.
O. Apply and extend previous understandings of arithmetic to algebraic expressions.
P. Rewrite rational expressions.
Q. Interpret the structure of expressions.
R. Add and subtract within 20.
S. Analyze and solve linear equations and pairs of simultaneous linear equations.
T. Represent and analyze quantitative relationships between dependent and independent variables.
U. Solve equations and inequalities in one variable.
V. Create equations that describe numbers or relationships
W. Reason about and solve one-variable equations and inequalities.
X. Represent and solve equations and inequalities graphically.
Y. Understand solving equations as a process of reasoning and explain the reasoning.
Z. Understand and apply properties of operations and the relationship between addition and subtraction.
AA. Gain familiarity with factors and multiples.
AB. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
AC. Work with addition and subtraction equations.
AD. Multiply and divide within 100.
AE. Work with equal groups of objects to gain foundations for multiplication.
AF. Represent and solve problems involving addition and subtraction.
AG. Write expressions in equivalent forms to solve problems.
AH. Understand the connections between proportional relationships, lines, and linear equations.


Your response:
Thought: This task teaches students to understand addition as putting together counters, or adding to already placed counters.
Answer: AB

Example 2:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
Thought: This problem involves understanding fractions, multiplication, and division.
Answer: A

Example 3:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Your response:
Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Interpret linear models.

Understand and evaluate random processes underlying statistical experiments.

Investigate patterns of association in bivariate data.

Draw informal comparative inferences about two populations.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Calculate expected values and use them to solve problems.

Summarize, represent, and interpret data on a single count or measurement variable.

Understand independence and conditional probability and use them to interpret data.

Use probability to evaluate outcomes of decisions.

Investigate chance processes and develop, use, and evaluate probability models.

Summarize and describe distributions.

Use random sampling to draw inferences about a population.

Develop understanding of statistical variability.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
problem_activity: Activity
This activity introduces students to the term
median
. They learn that the median describes the middle value in an ordered list of data, and that it can capture what we consider typical for the data in some cases.
Students learn about the median through a kinesthetic activity. They line up in order of the number of letters in their name. Then, those at both ends of the line count off and sit down simultaneously until one or two people in the middle remain standing. If one person remains standing, that person has the median number of letters. If two people remain standing, the median is the mean or the average of their two values.
Students then practice identifying the median of other data sets, by analyzing both tables of values and dot plots.
Teacher Notes for IM 6–8 Accelerated
The earlier activity mentioned in the second question is not included in IM 6–8 Math Accelerated.
Launch
Explain to students that, instead of using the mean, sometimes we use the “middle” value in an ordered list of data set as a measure of center. We call this the
median
. Guide students through the activity:
Give each student an index card. Ask them to write their first and last names on the card and record the total number of letters in their name. Display an example for all to see.
Ask students to stand up, holding their index cards in front of them, and arrange themselves in order based on the number of letters in their name. (Consider asking students to do so without speaking at all.) Look for the student whose name has the fewest letters and ask him or her to be the left end of the line. Ask the student with the longest full name to be the right end of the line. Students who have the same number of letters should stand side-by-side.
Tell students that, to find the median or the middle number, we will count off from both ends at the same time. Ask the students at the two ends of the line say “1” at the same time and sit on the floor, and the students next to them to say “2” and then sit down, and so on. Have students count off in this fashion until only one or two students are standing.
If the class has an odd number of students, one student will remain standing. Tell the class that this student’s number is the median. Give this student a sign that says “median” If the class has an even number of students, two students will remain standing. The median will be the mean or average of their numbers. Ask both students to hold the sign that says “median.” Explain that the median is also called the “50th percentile,” because half of the data values are the same size or less than it and fall to the left of it on the number line, and half are the same size or greater than it and fall to the right.
Ask students to find the median a couple more times by changing the data set (e.g., asking a few students to leave the line or adding new people who are not members of the class with extremely long or short names). Make sure that students have a chance to work with both odd and even numbers of values.
Collect the index cards and save them; they will be used again in the lesson on box plots.
Ask students to complete the rest of the questions on the task statement.
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. Include the following term and maintain the display for reference throughout the unit: median. Invite students to suggest language or diagrams to include on the display that will support their understanding of this term.
Supports accessibility for: Memory; Language
Student Facing
Your teacher will give you an index card. Write your first and last names on the card. Then record the total number of letters in your name. After that, pause for additional instructions from your teacher.
Here is the data set on numbers of siblings from an earlier activity.
1
0
2
1
7
0
2
0
1
10
Sort the data from least to greatest, and then find the
median
.
In this situation, do you think the median is a good measure of a typical number of siblings for this group? Explain your reasoning.
Here is the dot plot showing the travel time, in minutes, of Elena’s bus rides to school.
[IMG]
Find the median travel time. Be prepared to explain your reasoning.
What does the median tell us in this context?
Student Response
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Anticipated Misconceptions
When determining the median, students might group multiple data points that have the same value and treat it as a single point, instead of counting each one separately. Remind them that when they lined up to find the median number of letters in their names, every student counted off, even their name has the same number of letters as their neighbors.
Activity Synthesis
Select a few students to share their responses to the questions about number of siblings and Elena's travel times. Focus the discussion on the median as another measure of the center of a data set and whether it captures what students would estimate to be a typical value for each data set.
Emphasize to students that the median is a
value
and not an
individual
. For example, if the last person standing in the class has 5 letters in their first name, the median is the number 5 and not the person standing. If there is another student who had 5 letters in their name, they might have switched places with the last person standing when lining up initially. Although the person standing changed, the median remains the same value of 5.
At this point, it is unnecessary to compare the mean and the median. Students will have many more opportunities to explore the median and think about how it differs from the mean in the upcoming activities.
Writing, Conversing: MLR3 Clarify, Critique, Correct.
Before students share their responses to the questions about number of siblings and Elena's travel times, present an incorrect response. For example, display the statement: “There is no median for this data set because two students remained standing.” Demonstrate the process of interpreting the statements to uncover possible errors by thinking aloud. Voice the questions you ask yourself to call students' attention to the possible types of errors. Invite students to work with a partner to clarify the reasoning, and create an improved statement. Select 2–3 groups to share with the whole class. This helps students evaluate, and improve upon the written mathematical arguments of others.
Design Principle(s): Cultivate conversation; Maximize meta-awarenes


correct_option_index: 11