few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response, in json format:
{
  "explanation": "In this problem, students work with money in the form of coins.",
  "answer": "N"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Represent and solve equations and inequalities graphically.

Represent and analyze quantitative relationships between dependent and independent variables.

Analyze patterns and relationships.

Represent and solve problems involving addition and subtraction.

Create equations that describe numbers or relationships

Interpret the structure of expressions.

Gain familiarity with factors and multiples.

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

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving multiplication and division.

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

Add and subtract within 20.

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

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

Use the four operations with whole numbers to solve problems.

Multiply and divide within 100.

Understand the relationship between zeros and factors of polynomials.

Write expressions in equivalent forms to solve problems.

Use polynomial identities to solve problems.

Perform arithmetic operations on polynomials.

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

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

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

Rewrite rational expressions.

Solve systems of equations.

Generate and analyze patterns.

Work with addition and subtraction equations.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Reason about and solve one-variable equations and inequalities.

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

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

Solve equations and inequalities in one variable.

Work with radicals and integer exponents.

Write and interpret numerical expressions.
problem_activity: Activity
This activity offers four word problems. Depending on time constraints, you may have all students complete all four problems or assign a different problem to each group. The problems increase in difficulty. It is suggested that students create a visual display of one of the problems and do a gallery walk or presentation, but if time is short you may choose to just have students work in their workbooks or devices.
Launch
Keep students in the same groups. Either instruct students to complete all four problems or assign one problem to each group. If opting to have students do presentations or a gallery walk, distribute tools for making a visual display.
Give students 5–6 minutes quiet work time and partner discussion followed by a whole-class discussion or gallery walk.
Representation: Internalize Comprehension.
Represent the same information through different modalities by using diagrams, equations, or other drawings to depict the situation. If students are unsure where to begin, suggest that they draw a diagram to help organize the information provided. During the Synthesis, annotate drawings to illustrate connections between representations.
Supports accessibility for: Conceptual processing; Visual-spatial processing
Reading, Representing: MLR6 Three Reads.
Use this routine to support reading comprehension of the first problem without solving it for students. For the first read, read the situation to students, without revealing the final question. Ask students "What is this question about?" (A store is having a sale. Diego is buying shoes with a coupon). In the second read, ask students to name the important quantities (e.g., discount of 20%, coupon for
$
3 off of the regular price, Diego pays
$
18.40), and then create a diagram to represent the relationships among these quantities. After the third read, ask students to brainstorm possible strategies to answer the question, “What was the original price before the sale and without the coupon?” This will help students connect the language in the word problem and reasoning needed to solve percent problems.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
A store is having a sale where all shoes are discounted by 20%. Diego has a coupon for
$
3 off of the regular price for one pair of shoes. The store first applies the coupon and then takes 20% off of the reduced price. If Diego pays
$
18.40 for a pair of shoes, what was their original price before the sale and without the coupon?
Before the sale, the store had 100 pairs of flip flops in stock. After selling some, they notice that
\(\frac35\)
of the flip flops they have left are blue. If the store has 39 pairs of blue flip flops, how many pairs of flip flops (any color) have they sold?
When the store had sold
\(\frac29\)
of the boots that were on display, they brought out another 34 pairs from the stock room. If that gave them 174 pairs of boots out, how many pairs were on display originally?
On the morning of the sale, the store donated 50 pairs of shoes to a homeless shelter. Then they sold 64% of their remaining inventory during the sale. If the store had 288 pairs after the donation and the sale, how many pairs of shoes did they have at the start?
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
A coffee shop offers a special: 33% extra free or 33% off the regular price. Which offer is a better deal? Explain your reasoning.
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
If students created a visual display and you opt to conduct a gallery walk, ask students to post their solutions. Distribute sticky notes and ask students to read others’ solutions, using the sticky notes to leave questions or comments. Give students a moment to review any questions or comments left on their display.
Invite any students who chose to draw a diagram to share; have the class agree or disagree with their diagrams and suggest any revisions. Next, invite students who did not try to draw a diagram to share strategies. Ask students about any difficulties they had creating the expressions and equations. Highlight equivalent expressions that represent the same quantity and different strategies for solving equations.


correct_option_index: 7

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