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.


Standard options: 
A. Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
B. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
C. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
D. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
E. Fluently add and subtract within 5.


Your response, in json format:
{
  "explanation": "This task involves representing addition with objects such as number cards and dice.",
  "answer": "A"
}

Example 2:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Your response, in json format:
{
  "explanation": "This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).",
  "answer": "B"
}

Example 3:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Your response, in json format:
{
  "explanation": "An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation. Solving this problem does not require use of the Pythagorean identity.",
  "answer": "B"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Evaluate reports based on data.

Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.

Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.

Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
problem_activity: Warm-up
The purpose of this warm-up is to elicit the idea that an increase in sample size is associated with a decrease in margin of error, which will be useful when students investigate the relationship between margin of error and sample size in a later activity. While students may notice and wonder many things about these images, the relationship between sample size and margin of error is the important discussion point. This prompt gives students opportunities to see and make use of structure (MP7). The specific structure they might notice is that the margin of error decreases as the sample size increases.
Launch
Tell students that their job is to think of at least one thing they notice and at least one thing they wonder. Display the table for all to see. Give students 1 minute of quiet think time, and then 1 minute to discuss the things they notice with their partner, followed by a whole-class discussion.
Student Facing
Five students wanted to see how many children’s movies have female lead characters. They each took a sample of children’s movies, found the proportion of movies that had female lead characters, then used their results to simulate 100 additional samples. The table shows some of the findings based on the original sample and the simulations.
What do you notice? What do you wonder?
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "student"}, {"_attributes": {"scope": "col"}, "_value": "number of movies used in the original random sample"}, {"_attributes": {"scope": "col"}, "_value": "estimated proportion"}, {"_attributes": {"scope": "col"}, "_value": "margin of error"}]}]}], "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "A"}], "td": [{"_value": "20"}, {"_value": "0.273"}, {"_value": "0.204"}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "B"}], "td": [{"_value": "20"}, {"_value": "0.205"}, {"_value": "0.189"}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "C"}], "td": [{"_value": "30"}, {"_value": "0.280"}, {"_value": "0.180"}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "D"}], "td": [{"_value": "30"}, {"_value": "0.232"}, {"_value": "0.157"}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "E"}], "td": [{"_value": "50"}, {"_value": "0.205"}, {"_value": "0.115"}]}]}]}]}
Student Response
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Activity Synthesis
The purpose of the discussion is to notice that the margin of error tends to decrease when a greater number of things are used in the sample. Ask students to share the things they noticed and wondered. Record and display their responses for all to see. If possible, record the relevant reasoning on or near the table. After all responses have been recorded without commentary or editing, ask students, “Is there anything on this list that you are wondering about?” Encourage students to respectfully disagree, ask for clarification or point out contradicting information. If the relationship between the margin of error and sample size does not come up during the conversation, ask students to discuss this idea.


correct_option_index: 2