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: Reason about and solve one-variable equations and inequalities.

Gain familiarity with factors and multiples.

Multiply and divide within 100.

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving multiplication and division.

Use the four operations with whole numbers to solve problems.

Work with addition and subtraction equations.

Analyze patterns and relationships.

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

Represent and solve equations and inequalities graphically.

Solve systems of equations.

Add and subtract within 20.

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

Write and interpret numerical expressions.

Represent and solve problems involving addition and subtraction.

Use polynomial identities to solve problems.

Understand the relationship between zeros and factors of polynomials.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Create equations that describe numbers or relationships

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

Interpret the structure of expressions.

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

Solve equations and inequalities in one variable.

Perform arithmetic operations on polynomials.

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

Generate and analyze patterns.

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

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

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use properties of operations to generate equivalent expressions.

Work with radicals and integer exponents.

Rewrite rational expressions.
problem_activity: Activity
In this activity, students solve a system of equations by graphing then include a third line through the solution point that is either vertical or horizontal. In the associated Algebra lesson, students will graph equations in a system and additional equations that arise from the elimination method to show that they all intersect at the solution.
To focus on the work of the activity, it is recommended that students use the digital version of the activity or have access to Desmos or another graphing tool to more quickly and accurately find the solutions to the system of equations through graphing. If students need practice graphing lines representing equations by hand or if digital access is not available, the print version provides a graph given one of the lines and asks students to graph the second line by hand.
Launch
Display the instructions for all to see. Ask students,
"What do you know about equations that are represented by vertical lines?" (They are of the form
\(x = a\)
for a number
\(a\)
.)
"What do you know about equations that are represented by horizontal lines?" (They are of the form
\(y = a\)
for a number
\(a\)
.)
Student Facing
For each system of equations:
Solve the system of equations by graphing. Write the solution as an ordered pair.
Write an equation that would represented by a vertical or horizontal line that also passes through the solution of the system of equations.
Graph your new equation along with the system.
\(\begin {cases} \begin {align}y = 3x+5\\ y=\text{-}x+1\end{align} \end {cases}\)
The line representing
\(y = 3x+5\)
is shown
[IMG]
\(\begin {cases} \begin {align}y = \frac{1}{3}x-2\\ y=x-6\end{align} \end {cases}\)
The line representing
\(y = \frac{1}{3}x-2\)
is shown
[IMG]
\(\begin {cases} \begin {align} 2x+3y=10\\ x+y=3\end{align} \end {cases}\)
The line representing
\(2x+3y=10\)
is shown
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
The purpose of the discussion is for students to recognize that, for a system of equations represented by graphs that intersect at
\((a,b)\)
, the lines
\(x = a\)
and
\(y = b\)
also go through the solution. Select students to share their solutions including students who found vertical as well as horizontal lines through the intersection point.
Some questions for discussion:
"How could you use your answers to these questions to write another system of equations that have the same solution as the original system of equations?" (The system
\(\begin {cases} \begin {align} x = \text{-}1\\ y=2\end{align} \end {cases}\)
has the same solution as the original equation
\(\begin {cases} \begin {align}y = 3x+5\\ y=\text{-}x+1\end{align} \end {cases}\)
since all 4 lines go through the point
\((\text{-}1,2)\)
.)
"Two lines intersect at the point
\((3,5)\)
. How could you know whether the equation
\(3x - 2y = \text{-}1\)
is represented by a line that goes through that same point?" (Substitute the value 3 for
\(x\)
and 5 for
\(y\)
. If the equation is still true, then the associated line will go through the same point. If the equation is false, the associated line will not go through the same point.)


correct_option_index: 10