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: Interpret expressions for functions in terms of the situation they model.

Define, evaluate, and compare functions.

Interpret functions that arise in applications in terms of the context.

Model periodic phenomena with trigonometric functions.

Construct and compare linear and exponential models and solve problems.

Use functions to model relationships between quantities.

Extend the domain of trigonometric functions using the unit circle.

Analyze functions using different representations.

Prove and apply trigonometric identities.

Build new functions from existing functions.

Understand the concept of a function and use function notation.

Build a function that models a relationship between two quantities.
problem_activity: Activity
The purpose of this activity is for students to approximate different parts of a graph with an appropriate line segment. This graph is from a previous activity, but students interact with it differently by sketching a linear function that models a certain part of the data. They take this model and consider its ability to predict input and output for other parts of the graph. This helps students think about subsets of data that might have different models from other parts of the data.
Identify students who draw in different lines for the first question to share during the Activity Synthesis.
Teacher Notes for IM 6–8 Math Accelerated
Due to how lessons and units are arranged in IM 6–8 Math Accelerated, students learn about scatter plots prior to this lesson instead of after this lesson. Be prepared to clarify that the graph shown in this activity is a time plot and not a scatter plot, and similar to the non linear scatter plots they encountered previously, a single line may not be a good fit for the entire data set.
Launch
Arrange students in groups of 2. Provide students with access to straightedges. Give students 3–5 minutes of quiet work time and then time to share their responses with their partner. Follow with a whole-class discussion.
Student Facing
In an earlier lesson, we saw this graph that shows the percentage of all garbage in the U.S. that was recycled between 1991 and 2013.
[IMG]
[IMG]
Sketch a linear function that models the change in the percentage of garbage that was recycled between 1991 and 1995. For which years is the model good at predicting the percentage of garbage that is produced? For which years is it not as good?
Pick another time period to model with a sketch of a linear function. For which years is the model good at making predictions? For which years is it not very good?
Student Response
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Activity Synthesis
The purpose of this discussion is for students to understand that although you might find a good model for one part of a graph, that does not mean that model will work for other parts.
Select students previously identified to share their models. Display these for all to see throughout the entire discussion. Questions for discussion:
“How much does your model for 1991 to 1995 overestimate 1996? 1997?”
“If we drew in a single line to model 1997 to 2013, what would that line predict well? What would that line predict poorly?” (A single line modeling those years would reasonably predict the percent recycled from 1997 to 2010, but it wouldn’t be able to show how the percent recycled from 2011 to 2013 is decreasing.)
Conclude the discussion by telling students that there is a trade-off in number of years to include in the interval and accuracy. We could “connect the dots” and be accurate about everything, but then our model has limited use and is complicated with so many parts. (Just imaging writing an equation for each piece!)
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. For each model that is shared, ask students to summarize what they heard using mathematical language. Consider providing students time to restate what they hear to a partner, before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students' attention to any words or phrases that helped to clarify the original statement. This will provide more students with an opportunity to speak, and better understand each model.
Design Principle(s): Support sense-making


correct_option_index: 5