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:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Example 3:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. 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.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. 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.
I. Use place value understanding and properties of operations to add and subtract.


Your response:
Thought: This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.
Answer: G

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

K

im_task_000157

3

fl_problem_000674

5
options: Extend the domain of trigonometric functions using the unit circle.

Model periodic phenomena with trigonometric functions.

Build a function that models a relationship between two quantities.

Understand the concept of a function and use function notation.

Interpret functions that arise in applications in terms of the context.

Use functions to model relationships between quantities.

Prove and apply trigonometric identities.

Construct and compare linear and exponential models and solve problems.

Analyze functions using different representations.

Interpret expressions for functions in terms of the situation they model.

Define, evaluate, and compare functions.

Build new functions from existing functions.
problem_activity: Activity
In this activity, students practice constructing an exponential function and evaluating it at a fractional input value as they translate between decades and years. They also think about how to express a percent increase over a fractional interval of input—specifically, how to express the annual growth rate of a population given the growth rate for one decade. They analyze and articulate why the growth rate for one year is
not
one tenth of that of one decade (MP3).
Launch
Tell students that, as of 2017, Nigeria is the seventh-most populous country in the world. It has grown at a fairly steady (and relatively high) rate since 1980.
Speaking, Reading: MLR5 Co-Craft Questions.
Use this routine to orient students to the language of exponential functions in context. Ask students to keep their books or devices closed, and display only the image of the map and the problem statement, without revealing the questions that follow. Arrange students in groups of 2, and invite them to create a list of mathematical questions that could be asked about the situation.  Listen for and amplify questions about growth and decay factors, percent increase or decrease, fractional intervals, and comparisons of growth rates. Invite 2–3 groups to share their questions with the class.
Design Principle(s): Maximize meta-awareness; Support sense-making
Student Facing
[IMG]
In 1990, Nigeria had a population of about 95.3 million. By 2000, there were about 122.4 million people, an increase of about 28.4%. During that decade, the population can be reasonably modeled by an exponential function.
Express the population of Nigeria
\(f(d)\)
, in millions of people,
\(d\)
decades since 1990.
Write an expression to represent the population of Nigeria in 1996.
A student said, “The population of Nigeria grew at a rate of 2.84% every year.”
Explain or show why the student’s statement is incorrect.
Find the correct annual growth rate. Explain or show your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
If students struggle to identify the input to their function where
\(d\)
is not an integer, remind them that there are 10 years in a decade. Then ask them how many decades is 6 years? What about one year?
Activity Synthesis
Focus the discussion on why the annual growth rate is not
\(\frac1{10}\)
of 28.4%. Consider asking students:
“Why might someone think the annual population growth rate is 2.84%?” (Because 28.4 divided by 10 is 2.84, and they assume that population was growing linearly, or by the same amount each year, rather than by the same factor each year.)
“How can we determine the growth factor for one year?” (We know that when the annual growth factor, say
\(b\)
, is raised to an exponent of 10, it must equal 1.284, or
\(b^{10} = 1.284\)
, so
\(b\)
must be
\(1.284^\frac{1}{10}\)
or
\(\sqrt[10]{1.284}\)
because raising that number to an exponent of 10 gives 1.284.)
“How do we express the factor as a growth rate? (
\(1.284^\frac{1}{10} \approx 1.0258\)
, so the growth rate is 2.58%.)
Representation: Internalize Comprehension.
Use color and annotations to illustrate student thinking. As students share their reasoning about the last question, scribe their thinking on a visible display. To illustrate why the growth factor for one year is not
\(\frac{1}{10}\)
of that of a decade, it may be helpful to return to a diagram that is configured like a double number line (especially if used in the last lesson). Use the double number line of years and decades to annotate and show the growth factor. When students explain that the growth factor for one decade is 1.284, draw an arrow across the decade line and label it
\(\boldcdot 1.284\)
. Then draw small arrows for the years labeled with
\(\boldcdot b\)
for each segment. Label the decade line with the corresponding equation. Encourage students to refer to the diagram when explaining why
\(b\)
is not one-tenth the growth rate of a decade. When students first explain the use of the fractional exponent to calculate the yearly population growth, label the line representing years with the corresponding equation.
Supports accessibility for: Visual-spatial processing; Conceptual processing


correct_option_index: 7