few_shots: Example 1:
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.


Mathematical concept/skill options: 
A. Write and interpret numerical expressions.
B. Generate and analyze patterns.
C. Analyze patterns and relationships.
D. Use properties of operations to generate equivalent expressions.
E. Use the four operations with whole numbers to solve problems.
F. Work with radicals and integer exponents.
G. Solve systems of equations.
H. Represent and solve problems involving multiplication and division.
I. Perform arithmetic operations on polynomials.
J. Understand the relationship between zeros and factors of polynomials.
K. Understand properties of multiplication and the relationship between multiplication and division.
L. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
M. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
N. Use polynomial identities to solve problems.
O. Apply and extend previous understandings of arithmetic to algebraic expressions.
P. Rewrite rational expressions.
Q. Interpret the structure of expressions.
R. Add and subtract within 20.
S. Analyze and solve linear equations and pairs of simultaneous linear equations.
T. Represent and analyze quantitative relationships between dependent and independent variables.
U. Solve equations and inequalities in one variable.
V. Create equations that describe numbers or relationships
W. Reason about and solve one-variable equations and inequalities.
X. Represent and solve equations and inequalities graphically.
Y. Understand solving equations as a process of reasoning and explain the reasoning.
Z. Understand and apply properties of operations and the relationship between addition and subtraction.
AA. Gain familiarity with factors and multiples.
AB. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
AC. Work with addition and subtraction equations.
AD. Multiply and divide within 100.
AE. Work with equal groups of objects to gain foundations for multiplication.
AF. Represent and solve problems involving addition and subtraction.
AG. Write expressions in equivalent forms to solve problems.
AH. Understand the connections between proportional relationships, lines, and linear equations.


Your response, in json format:
{
  "explanation": "This task teaches students to understand addition as putting together counters, or adding to already placed counters.",
  "answer": "AB"
}

Example 2:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response, in json format:
{
  "explanation": "This problem involves understanding fractions as numbers by comparing their quantities.",
  "answer": "F"
}

Example 3:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Your response, in json format:
{
  "explanation": "This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.",
  "answer": "G"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K

im_task_000157

3

fl_problem_000674

5
options: Use probability to evaluate outcomes of decisions.

Interpret linear models.

Understand and evaluate random processes underlying statistical experiments.

Investigate patterns of association in bivariate data.

Understand independence and conditional probability and use them to interpret data.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Summarize, represent, and interpret data on a single count or measurement variable.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Draw informal comparative inferences about two populations.

Use random sampling to draw inferences about a population.

Investigate chance processes and develop, use, and evaluate probability models.

Calculate expected values and use them to solve problems.

Summarize and describe distributions.

Develop understanding of statistical variability.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.
problem_activity: Activity
In this activity, students create two-way tables displaying relative frequency. The relative frequency table converts the actual frequency data to percentages which can be useful when comparing groups that include different totals. Finally, students use the relative frequencies to look for a pattern in the data. In the following lesson, students will work with associations in categorical data more explicitly. In this activity, students should use an informal understanding of association to think about whether one is present in the data based on the relative frequency table.
Launch
Keep students in groups of 2–3. After an introduction to relative frequency tables, allow students 3 minutes quiet work time followed by partner discussion and whole-class discussion.
Display the table for all to see.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}}, {"_attributes": {"scope": "col"}, "_value": "watch the news daily"}, {"_attributes": {"scope": "col"}, "_value": "does not watch the news daily"}, {"_attributes": {"scope": "col"}, "_value": "total"}]}]}], "tbody": [{"tr": [{"th": [{"_value": "younger than 18"}], "td": [{"_value": "30"}, {"_value": "80"}, {"_value": "110"}]}, {"th": [{"_value": "18 or older"}], "td": [{"_value": "10"}, {"_value": "5"}, {"_value": "15"}]}, {"th": [{"_value": "total"}], "td": [{"_value": "40"}, {"_value": "85"}, {"_value": "125"}]}]}]}]}
Ask students, "Based on this data, who is more likely to watch the news daily: someone who is younger than 18 or someone who is 18 or older?"
Tell students that, based on the numbers in the table, there are more younger people who watch the news (30) than older (10). On the other hand, the survey reached out to 110 young people and only 15 older people. Without looking at the whole table, that information may have been missed.
In cases like this, finding a relative frequency including percentages can be more helpful than looking at the actual frequency, which is what they are going to do now.
Use MLR 2 (Collect and Display) to co-create a graphic organizer with students comparing and contrasting the definitions and characteristics of “actual frequency” and “relative frequency” to be referenced and revised throughout this and later activities.
Conversing, Representing, Writing: MLR2 Collect and Display.
As students work in groups, capture the vocabulary and phrases students use when comparing and contrasting the definitions and characteristics of “actual frequency” and “relative frequency.” Listen for students who identify pros and cons for each representation and when one is preferable compared to the other. Record their language on a visual display that can be referenced in future discussions. This routine provides feedback to students that supports sense-making and increases meta-awareness of mathematical language.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
Here is a two-way table that shows data about cell phone usage among children aged 10 to 18.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}}, {"_attributes": {"scope": "col"}, "_value": "has cell phone"}, {"_attributes": {"scope": "col"}, "_value": "does not have cell phone"}, {"_attributes": {"scope": "col"}, "_value": "total"}]}]}], "tbody": [{"tr": [{"th": [{"_value": "10 to 12 years old"}], "td": [{"_value": "25"}, {"_value": "35"}, {"_value": "60"}]}, {"th": [{"_value": "13 to 15 years old"}], "td": [{"_value": "40"}, {"_value": "10"}, {"_value": "50"}]}, {"th": [{"_value": "16 to 18 years old"}], "td": [{"_value": "50"}, {"_value": "10"}, {"_value": "60"}]}, {"th": [{"_value": "total"}], "td": [{"_value": "115"}, {"_value": "55"}, {"_value": "170"}]}]}]}]}
Complete the table. In each row, the entries for “has cell phone” and “does not have cell phone” should have the total 100%. Round entries to the nearest percentage point.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}}, {"_attributes": {"scope": "col"}, "_value": "has cell phone"}, {"_attributes": {"scope": "col"}, "_value": "does not have cell phone"}, {"_attributes": {"scope": "col"}, "_value": "total"}]}]}], "tbody": [{"tr": [{"th": [{"_value": "10 to 12 years old"}], "td": [{"_value": "42%"}, {}, {}]}, {"th": [{"_value": "13 to 15 years old"}], "td": [{}, {}, {"_value": "100%"}]}, {"th": [{"_value": "16 to 18 years old"}], "td": [{}, {"_value": "17%"}, {}]}]}]}]}
This is still a two-way table. Instead of showing
frequency
, this table shows
relative frequency
.
Two-way tables that show relative frequencies often don’t include a “total” row at the bottom. Why?
Is there an association between age and cell phone use? How does the two-way table of relative frequencies help to illustrate this?
Student Response
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Student Facing
Are you ready for more?
A pollster attends a rally and surveys many of the participants about whether they associate with political Party A or political Party B and whether they are for or against Proposition 3.14 going up for vote soon. The results are sorted into the table shown.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}}, {"_attributes": {"scope": "col"}, "_value": "for"}, {"_attributes": {"scope": "col"}, "_value": "against"}]}]}], "tbody": [{"tr": [{"th": [{"_value": "party A"}], "td": [{"_value": "832"}, {"_value": "165"}]}, {"th": [{"_value": "party B"}], "td": [{"_value": "80"}, {"_value": "160"}]}]}]}]}
A news station reports these results by saying, “A poll shows that about the same number of people from both parties are voting against Proposition 3.14.”
A second news station shows this graphic.
[IMG]
Are any of the news reports misleading? Explain your reasoning.
Create a headline, graphic, and short description that more accurately represents the data in the table.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students may not calculate relative frequencies correctly. Look to see if they are dividing into the total for each row, instead of some other number in the row, or the total for the entire table.
Activity Synthesis
The purpose of this discussion is to help students see the usefulness of two-way tables that display relative frequency.
Some questions for discussion:
“What does the 42% in table mean?” (42% of people 10 to 12 years old have a cell phone.)
“What is the total of the percentages in the first column? What's wrong with that answer?” (205%. It doesn't make sense since it is greater than 100%. It is combining percentages of different wholes, so it doesn't make sense to add them.)
“Did you say there was or was not an association between age and cell-phone use? Explain your reasoning.” (There is an association since the percentages for the 10 to 12 year olds is very different from the other two age groups.)
“What did the relative frequency table show you that was harder to see in the original two-way table?” (It was much easier to see the association with the percentages than the numbers. For example, the number of people without a cell phone for the older 2 age groups was the same, but the percentages were a little different.)


correct_option_index: 3