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.

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.

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.

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

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.

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.

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.

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: Narrative
In this activity, students approach 10,000 by counting up in different ways. Each count ends by reaching 10,000. Students count by different amounts and describe patterns and relationships between numbers. The activity is designed to highlight familiar counting patterns as a way to support naming and writing multi-digit numbers. The final questions in the task ask students to consider the magnitude of each number in relation to 10,000.
When students count by large numbers and examine the counted numbers, they observe patterns in how the different digits in the numbers change (MP7).
Representation: Access for Perception.
Provide access to a variety of tools that students may use to approach the task. These might include: a class set of base-ten blocks, colored pencils to color-code place values or highlight the digit that changes, and a visual display reminding students of sketches they can make to represent numbers with thousands and ten-thousands.
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing, Attention
Launch
Groups of 2
“Read the directions for problem 1 and share your understanding of the directions with a partner.”
“What questions do you have before we begin?”
Activity
5 minutes: independent work time
10 minutes: partner work time
As students work,
listen for how students say the numbers and support them in using place value understanding to say the numbers correctly.
look for use of extra digits when writing numbers (for example, students write 90,500 instead of 9,500) and support students with making the revisions by having them say the numbers.
Student Facing
Record each count in the given spaces. The first number has been recorded for you.
Count by 1,000
5,000 , _____________, _____________, _____________, _____________, _____________
Count by 100
9,500 , _____________, _____________, _____________, _____________, _____________
Count by 10
9,950 , _____________, _____________, _____________, _____________, _____________
Count by 1
9,995, _____________, _____________, _____________, _____________, _____________
Complete each statement:
Ten-thousand is 1 more than _____________.
Ten-thousand is 1,000 more than _____________.
Ten-thousand is 10 more than _____________.
Ten-thousand is 100 more than _____________.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students interpret the part a of the last problem to mean “name a number that is 10,000 more than 1,” consider clarifying by asking: “The number 10 is 1 more than what number?” and “The number 100 is 1 more than what number?” Then, restate the sentence in part a: “Ten-thousand is 1 more than what number?”
Activity Synthesis
“How is counting by 100 and 1,000 like counting by 1 and 10?” (When counting by thousands, only the thousands change. This is also the case when counting by ones, tens, and hundreds.)
Have students share their answers for the last problem.
Consider asking: “Who can restate what _____ shared?”
If needed, discuss the placement of the comma in each number.


correct_option_index: 4