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: Use the four operations with whole numbers to solve problems.

Represent and solve problems involving multiplication and division.

Understand the relationship between zeros and factors of polynomials.

Analyze patterns and relationships.

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

Gain familiarity with factors and multiples.

Perform arithmetic operations on polynomials.

Rewrite rational expressions.

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

Write expressions in equivalent forms to solve problems.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Generate and analyze patterns.

Multiply and divide within 100.

Interpret the structure of expressions.

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

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

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

Represent and solve problems involving addition and subtraction.

Write and interpret numerical expressions.

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

Reason about and solve one-variable equations and inequalities.

Add and subtract within 20.

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

Solve systems of equations.

Work with addition and subtraction equations.

Use polynomial identities to solve problems.

Represent and solve equations and inequalities graphically.

Work with radicals and integer exponents.

Create equations that describe numbers or relationships

Solve equations and inequalities in one variable.

Use properties of operations to generate equivalent expressions.
problem_activity: Narrative
The purpose of this activity is for students to write a
\(10 + n\)
expression that is equal to a given expression. Each expression given has three addends, two of which make a ten.
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Double 10-frames
Launch
Groups of 2
Give students access to double 10-frames and connecting cubes or two-color counters.
“Now you will write a
\(10 + n\)
expression with the same value as each of the given expressions.”
Activity
5 minutes: independent work time
3 minutes: partner discussion
Student Facing
Write a
\(10 + \boxed{\phantom{3}}\)
expression that has the same value as each expression.
\(5 + 7 + 5\)
\(3 + 7 + 6\)
\(1 + 9 + 9\)
\(4 + 8 + 6\)
\(8 + 10 + 2\)
If you have time, write as many expressions as you can with 3 numbers that are equal to
\(10 + 5\)
.
Student Response
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Activity Synthesis
Display each
\(10 + n\)
expression.
“In order to make adding three numbers easier, we can rewrite each expression as a
\(10 + \boxed{\phantom{3}}\)
expression.”
Invite students to say the value of each
\(10 + n\)
expression together.


correct_option_index: 11

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