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.


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. 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.
C. 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.
D. 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.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
G. 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.
H. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
I. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
J. 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.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Your response, in json format:
{
  "explanation": "In this problem, students learn to work with money, which involves different units of measure.",
  "answer": "G"
}

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_center_000269

2
options: Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

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.

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.

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.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

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.

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.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
problem_activity: Activity
In this activity, students first encounter exponential expressions with variables.
Launch
Recall with students that when we write
\(6x^2\)
, we mean to multiply 6 by the result of
\(x^2\)
. Remind them that the number part of such a product is called the
coefficient
of the expression, so in this example, 6 is the coefficient of
\(x^2\)
.
Give students 5 minutes of quiet work time to evaluate the expressions. Follow with whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. After students have evaluated the first 2-3 expressions, check-in with either select groups of students or the whole class. Invite students to share the strategies they have used so far as well as any questions they have before continuing.
Supports accessibility for: Organization; Attention
Student Facing
Evaluate each expression for the given value of
\(x\)
.
\(3x^2\)
when
\(x\)
is 10
\(3x^2\)
when
\(x\)
is
\(\frac19\)
\(\frac{x^3}{4}\)
when
\(x\)
is 4
\(\frac{x^3}{4}\)
when
\(x\)
is
\(\frac12\)
\(9+x^7\)
when
\(x\)
is 1
\(9+x^7\)
when
\(x\)
is
\(\frac12\)
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
Students may use the wrong order when evaluating expressions, such as in multiplying by 3 first in
\(3x^2\)
and then squaring. Have them recall the last lesson where they practiced applying the agreed on order of operations in numeric expressions.
Students may interpret an expression like
\(3x\)
as meaning 3 next to the digit
\(x\)
instead of as multiplication. For example, students may think that
\(3x\)
means 35 instead of 15 when
\(x=5\)
. Discuss how the shorthand notation of coefficients next to variables with no symbols between them tells us to multiply, and that it will simplify future work with expressions and equations.
Activity Synthesis
The purpose of the discussion is to ensure that students understand how to evaluate expressions with variables for a given value of the variable. It is also an opportunity for students to practice interpreting and using vocabulary like
coefficient, variable,
power,
and
exponent
.
Some guiding questions:
"In each expression, what is the coefficient?" (3, 3,
\(\frac14\)
,
\(\frac14\)
, 1, 1.)
"Choose one of the expressions. Describe the steps that you carried out to evaluate the expression." (Sample response: I rewrote
\(9+x^7\)
as
\(9+\left(\frac12\right)^7\)
. I needed to first evaluate the exponent. I knew that
\(\left(\frac12\right)^7\)
means
\(\frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12\)
, which is
\(\frac{1}{128}\)
. So then I wrote
\(9 + \frac{1}{128}\)
, which can also be written
\(9\frac{1}{128}\)
.
"How is evaluating the expressions when
\(x\)
is a fraction similar to when
\(x\)
is a whole number?  How is it different?" (It's similar because you're still just multiplying
\(x\)
by itself a certain number of times. It's different because multiplying a fraction by a fraction is a bit more complicated than multiplying a whole number by itself.)
Speaking, Writing: MLR8 Discussion supports.
Use this to amplify mathematical uses of language to communicate about how to evaluate exponential expressions. Revoice the term “coefficient” during student discussion and press for detail when identifying the coefficients and the order in which they are multiplied in each expression.
Design Principle(s): Support sense-making


correct_option_index: 1