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: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
problem_activity: Activity
In this activity, students interpret equations that represent situations (MP2). The purpose is for students to see that equations of the form
\(x + p = q\)
can be solved by adding the opposite of
\(p\)
to the equation, regardless of whether
\(p\)
is positive or negative. Students also see that equations of the form
\(px = q\)
can be solved by multiplying the equation by the reciprocal of
\(p\)
. Through this work, students see that the structure of equations can be used to reason about a path to a solution (MP7) even when negative values are included or when a variable can represent a negative number.
Launch
Give students 5–6 minutes of quiet work time followed by whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organizational skills in problem solving. For example, present one question at a time and monitor students to ensure they are making progress throughout the activity.
Supports accessibility for: Organization; Attention
Reading: MLR6 Three Reads.
Use this routine to help students interpret the representations of the situation in this activity. Use the first read to help students comprehend the different stages of situation (e.g., hiking a mountain, temperature falls, cost of the trip) without using numbers. Use the second read to identify the important quantities by asking students what can be counted or measured (e.g., increased elevation 290 feet, now at 450 feet; temperature fell 4 degrees, now is at 32 degrees; 3 times as many students this year, now 42 students; cost is
\(\frac23\)
of last year’s, cost
$
32 this year). For the third read, ask students to brainstorm possible strategies to answer the given questions.
Design Principle(s): Support sense-making
Student Facing
The Hiking Club is on a trip to hike up a mountain.
The members increased their elevation 290 feet during their hike this morning. Now they are at an elevation of 450 feet.
Explain how to find their elevation before the hike.
Han says the equation
\(e + 290 = 450\)
describes the situation. What does the variable
\(e\)
represent?
Han says that he can rewrite his equation as
\(e=450 + \text-290\)
to solve for
\(e\)
. Compare Han's strategy to your strategy for finding the beginning elevation.
The temperature fell 4 degrees in the last hour. Now it is 21 degrees. Write and solve an equation to find the temperature it was 1 hour ago.
There are 3 times as many students participating in the hiking trip this year than last year. There are 42 students on the trip this year.
Explain how to find the number of students that came on the hiking trip last year.
Mai says the equation
\(3s=42\)
describes the situation. What does the variable
\(s\)
represent?
Mai says that she can rewrite her equation as
\(s=\frac13 \boldcdot 42\)
to solve for
\(s\)
. Compare Mai's strategy to your strategy for finding the number of students on last year’s trip.
The cost of the hiking trip this year is
\(\frac23\)
of the cost of last year's trip. This year's trip cost
$
32. Write and solve an equation to find the cost of last year's trip.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
A number line is shown below. The numbers 0 and 1 are marked on the line, as are two other rational numbers
\(a\)
and
\(b\)
.
[IMG]
Decide which of the following numbers are positive and which are negative.
\(a-1\)
\(a-2\)
\(\text-b\)
\(a+b\)
\(a-b\)
\(ab+1\)
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 be misled by words to add or multiply (or subtract or divide) by the wrong numbers. For example, the word "increased" in question 1 may lead students to simply add the numbers they see, while the words "three times as many" in question 4 may lead students to multiply the numbers in the problem. Encourage students to make sense of the situations by acting them out or using visual diagrams, which will help them understand the actions and relationships in the stories.
Activity Synthesis
Tell students: “We learned four things about the hiking trip in this activity: the students were climbing, the temperature was falling, there were more students this year than last, and the cost of the trip was less this year than last.” Then ask them:
“Think about how you knew what operation described the rise in elevation, fall in temperature, rise in number of students, and fall in the cost. How did you know whether the situation used adding or multiplying?”  (This conversation can highlight the problem with relying on “key words” . For example, when students see “times as many” , they might want to multiply the numbers they see in the problem. Encourage students to make sense of the situations by acting them out or drawing diagrams.)
“How did you decide how to solve for the unknown quantity?”
“What are some ways to know that a situation involves negative values?”


correct_option_index: 1