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: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.

Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.
problem_activity: Activity
In previous lessons, students examined the estimation of the mean and median for populations using data from a sample. In this activity, students apply similar reasoning to estimating the proportion of a population that matches certain characteristics. Students collect a sample of 20 reaction times and compute the fraction of responses in their sample that are in a given range. Then, in the discussion, students compare their estimations to the known population proportion and use the class's proportions to gauge the accuracy of their estimate (MP6).
Launch
Arrange students in groups of 2. Distribute bags of slips cut from the blackline master.
Tell students that, in statistics, a
proportion
is a number between 0 and 1 that represents the fraction of the data that fits into the desired category. For example, with the data: {Yes, Yes, Yes, No, Maybe} the proportion of “Yes” answers is
\(\frac{3}{5}\)
or 0.6.
Introduce the context: All 120 seniors at a high school were asked to click a button as soon as they noticed a box change color and the response time was recorded in seconds. These 120 response times represent the population for this activity. Their responses are written on the slips of paper in the bag.
When selecting a sample of 20, each value does not need to be replaced before taking the next one.
Allow students 10 minutes of partner work time followed by a whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. After students have solved the first 2-3 problems, 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
The track coach at a high school needs a student whose reaction time is less than 0.4 seconds to help out at track meets. All the twelfth graders in the school measured their reaction times. Your teacher will give you a bag of papers that list their results.
Work with your partner to select a random sample of 20 reaction times, and record them in the table.
{"table": [{"_attributes": {"border": "1", "cellpadding": "1", "cellspacing": "1", "style": "width:550px"}, "tbody": [{"tr": [{"td": [{}, {}, {}, {}, {}, {}, {}, {}, {}, {}]}, {"td": [{}, {}, {}, {}, {}, {}, {}, {}, {}, {}]}]}]}]}
What
proportion
of your sample is less than 0.4 seconds?
Estimate the proportion of all twelfth graders at this school who have a reaction time of less than 0.4 seconds. Explain your reasoning.
There are 120 twelfth graders at this school. Estimate how many of them have a reaction time of less than 0.4 seconds.
Suppose another group in your class comes up with a different estimate than yours for the previous question.
What is another estimate that would be
reasonable
?
What is an estimate you would consider
unreasonable
?
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
The reason a proportion is between 0 and 1 is because we are specifically looking for the proportion of a desired category out of the whole group. This is a “part out of whole” fraction, which will be a number between 0 and 1.
Activity Synthesis
The purpose of the discussion is for students to see how multiple sample proportions can help revise their estimates and give an idea of how accurate the individual estimates from samples might be.
Ask the groups to share the proportion from their sample that had fast reaction times and display the results for all to see.
Some questions for discussion:
“Using the class’s data, how accurate do you think your group's estimate is? Explain or show your reasoning.” (Students should mention the variability of the proportions from the samples influencing the accuracy of the estimate.)
“The actual proportion for this population is 0.5. How close was your estimate? Explain why your estimate was not exactly the same.” (Each sample might be slightly different since they do not include all of the values, but they should be close.)
“If each group had 40 reaction times in their samples instead of 20, do you think the estimate would be more or less accurate?” (The estimate should be more accurate since there is more information available.)
Representing, Speaking: MLR7 Compare and Connect.
Invite students to create a visual display of their work to share with other students. Displays should include a representation of the sample reaction times, the proportion of fast reaction times, and an estimate for the number of twelfth-graders with fast reaction times. As students investigate each other’s work, ask students to compare their samples and proportion of fast reaction times. Listen for and amplify the language students use to justify the accuracy of their estimate for the proportion of fast reaction times using the definition of a random sample. This will help students compare their sample proportions in order to see how accurate their population estimates might be.
Design Principle(s): Optimize output (for comparison); Cultivate conversation


correct_option_index: 0

1