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: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
problem_activity: Activity
This task helps to transition students from thinking about “how many groups?” to “what fraction of a group?”.
Students compare different lengths of ropes and express their relative lengths in multiplicative terms. Rope B and C are 5 and
\(2\frac12\)
times as long as rope A, respectively, but rope D is shorter than rope A, so then we say that it is
\(\frac34\)
times as long as rope A. They see that it is possible that the answer to a “how many groups?” question is a number less than 1 when the given amount is smaller than the size of a group.
As students work, notice how they go about making multiplicative comparisons. Select students who write clear and concise questions for the equations in the last problem so they can share later.
Digital
Launch
Arrange students in groups of 2. Give students 4–5 minutes of quiet think time and then a couple of minutes to compare their responses with a partner and discuss any disagreements. Clarify that rope A is 4 units long.
Students using the digital materials can use the applet at
ggbm.at/kZUgANCC
to compare the segments. The segments can be moved by dragging endpoints with open circles. The yellow “pins” can help students keep track of the groups.
Student Facing
The segments in the applet represent 4 different lengths of rope. Compare one rope to another, moving the rope by dragging the open circle at one endpoint. You can use the yellow pins to mark off lengths.
Complete each sentence comparing the lengths of the ropes. Then, use the measurements shown on the grid to write a multiplication equation and a division equation for each comparison.
Rope B is _______ times as long as rope A.
Rope C is _______ times as long as rope A.
Rope D is _______ times as long as rope A.
Each equation can be used to answer a question about Ropes C and D. What could each question be?
\({?} \boldcdot 3=9\)
and
\(9 \div 3={?}\)
\({?} \boldcdot 9=3\)
and
\(3 \div 9= {?}\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 2. Give students 4–5 minutes of quiet think time and then a couple of minutes to compare their responses with a partner and discuss any disagreements. Clarify that rope A is 4 units long.
Students using the digital materials can use the applet at
ggbm.at/kZUgANCC
to compare the segments. The segments can be moved by dragging endpoints with open circles. The yellow “pins” can help students keep track of the groups.
Student Facing
Here is a diagram that shows four ropes of different lengths.
[IMG]
Complete each sentence comparing the lengths of the ropes. Then, use the measurements shown on the grid to write a multiplication equation and a division equation for each comparison.
Rope B is _______ times as long as Rope A.
Rope C is _______ times as long as Rope A.
Rope D is _______ times as long as Rope A.
Each equation can be used to answer a question about Ropes C and D. What could each question be?
\({?} \boldcdot 3=9\)
and
\(9 \div 3={?}\)
\({?} \boldcdot 9=3\)
and
\(3 \div 9= {?}\)
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
Some students might associate the wrong lengths with the ropes or confuse the order of comparison (e.g., comparing A to C instead of C to A). Encourage them to put the length of each rope next to the diagram and attend more closely to the ropes being compared.
Activity Synthesis
Display the solutions to the first set of problems for all to see. Give students a minute to check their answers and ask questions. Then, focus class discussion on two key ideas:
The connection between “how many groups?” questions and “how many times as long?” questions. Ask students how these two types of questions are similar and different. Make sure students see that both have the structure of
\(? \boldcdot a =b\)
, where
\(a\)
is the size of 1 group (or the unit we are using for comparison), and
\(b\)
is a given number.
The language commonly used when referring to a situation in which the number of groups is less than 1 whole. Explain that we have seen equal-sized groups where the number of groups is greater than 1, but some situations involve a part of 1 group. So instead of saying “the number of groups” or asking “how many groups?,” we would ask “what fraction of a group?” or “what part of a group?”. For example, in the case of rope D, where the answer is less than 1, we can ask, “What fraction of rope A is rope D?”
Ask 1–2 previously identified students to share the question they wrote for the last pair of equations (
\(? \boldcdot 9=3\)
and
\(3 \div 9= ?\)
). Make sure students see that this pair of equations represent a situation with a fractional group
(i.e., rope D is shorter than rope C, so the length of rope D is a fraction of that of rope C).
Representation: Internalize Comprehension.
Use color and annotations to illustrate connections between representations. As students describe their reasoning about “how many groups?” and “how many times as long?”, use color and annotations to scribe their thinking on a display of each problem so that it is visible for all students.
Supports accessibility for: Visual-spatial processing; Conceptual processing
Speaking: MLR8 Discussion Supports.
As students compare and contrast these two types of division questions, provide a sentence frame such as: “Something these two types of questions have in common is . . .” and "A difference between these two types of questions is . . . ." This will help students produce and make sense of the language needed to communicate their ideas about the relationship between multiplication and division equations.
Design Principle(s): Support sense-making; Optimize output (for comparison)


correct_option_index: 0