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, in json format:
{
  "explanation": "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: 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.

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.

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.

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.

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 & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
problem_activity: Activity
Students interpret inequalities that represent constraints or conditions in a real-world problem. They find solutions to an inequality and reason about the context’s limitations on solutions (MP2).
Launch
Allow students 10 minutes quiet work time to complete all questions followed by whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Provide students with access to blank number lines. Encourage students to attempt more than one strategy for at least one of the problems.
Supports accessibility for: Visual-spatial processing; Organization
Student Facing
Noah scored
\(n\)
points in a basketball game.
What does
\(15 < n\)
mean in the context of the basketball game?
What does
\(n < 25\)
mean in the context of the basketball game?
Draw two number lines to represent the solutions to the two inequalities.
Name a possible value for
\(n\)
that is a solution to both inequalities.
Name a possible value for
\(n\)
that is a solution to
\(15 < n\)
, but not a solution to
\(n < 25\)
.
Can -8 be a solution to
\(n\)
in this context? Explain your reasoning.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Anticipated Misconceptions
Students might have trouble interpreting
\(15 < n\)
because of the placement of the variable on the right side of the inequality. Encourage students to reason about the possible values of
\(n\)
that would make this inequality true.
Activity Synthesis
Invite selected students to justify their answers. Extend the discussion of the basketball game to consider how scoring works and whether any number could represent the points scored by a player. For example, could a player have scored 1 point?
\(2\frac12\)
points? 0 points? -3 points? Is it reasonable for a player to score 200 points in a game?
Reading, Speaking, Representing: MLR3 Clarify, Critique, Correct.
To support students in their ability to read inequalities and their number line representations as well as to critique the reasoning of others, present an incorrect response to the prompt “Draw two number lines that represent the two inequalities.” For example, use the first number line representing
\(15 < n\)
to contain an error by shading the line and arrow to the left instead of the right. Then correctly display the second number line. Tell students the response is not drawn correctly even though the numbers and open circles are correct. Ask students to identify the error, explain how they know that the response is incorrect, and revise the incorrect number line. This helps prompt student reflection with an incorrect written mathematical statement, and for students to improve upon the written work by correcting errors and clarifying meaning.
Design Principle(s): Optimize output (for explanation)


correct_option_index: 6