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: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
problem_activity: Optional activity
The activity provides further practice in finding probabilities of events.
In this activity, students see an experiment that has two steps where the result of the first step influences the possibilities for the second step. Often this process is referred to as doing something “without replacement.” At this stage, students should approach these experiments in a very similar way to all of the other probability questions they have encountered, but they must be very careful about the number of outcomes in the sample space (MP6).
Launch
Keep students in groups of 2. Give students 5–7 minutes of quiet work time followed by partner and whole-class discussion.
Identify students who are not noticing that it is impossible to draw the same color twice based on the instructions. Refocus these students by asking them to imagine drawing a red card on the first pick and thinking about what’s possible to get for the second card.
Representation: Access for Perception.
Provide access to concrete manipulatives. Provide five different colored cards for students to view or manipulate. These hands-on models will help students identify characteristics or features, and support finding outcomes for calculating probabilities.
Supports accessibility for: Visual-spatial processing; Conceptual processing
Conversing: MLR5 Co-Craft Questions.
Display the initial task statement that begins, “Imagine there are five cards...", before revealing the questions that follow. Ask pairs to write down possible mathematical questions that can be answered about the situation. As pairs share their questions with the class, listen for and highlight questions that ask how the “without putting the card back” part of the scenario would change the outcome of the sample space. This will help students consider the differences between this problem and previous problems and how that impacts the sample space.
Design Principle(s): Optimize output; Maximize meta-awareness
Student Facing
Imagine there are 5 cards. They are colored red, yellow, green, white, and black. You mix up the cards and select one of them without looking. Then, without putting that card back, you mix up the remaining cards and select another one.
Write the sample space and tell how many possible outcomes there are.
What structure did you use to write all of the outcomes (list, table, tree, something else)? Explain why you chose that structure.
What is the probability that:
You get a white card and a red card (in either order)?
You get a black card (either time)?
You do not get a black card (either time)?
You get a blue card?
You get 2 cards of the same color?
You get 2 cards of different colors?
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
In a game using five cards numbered 1, 2, 3, 4, and 5, you take two cards and add the values together. If the sum is 8, you win. Would you rather pick a card and put it back before picking the second card, or keep the card in your hand while you pick the second card? Explain your reasoning.
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 misread the problem and think that they replace the card before picking the next one. Ask these students to read the problem more carefully and ask the student, “What is possible to get when you draw the second card while you already have a red card in your hand?”
Activity Synthesis
The purpose of the discussion is for students to compare the same context with replacement and without replacement.
Consider asking these questions for discussion:
“What would change about your calculations if the experiment required replacing the first card before picking a second card?” (There would be 25 outcomes in the sample space. The probability of getting the same color twice would be
\(\frac{5}{25}\)
. The probability of getting different colors would be
\(\frac{20}{25}\)
. The probability of getting red and white would be
\(\frac{2}{25}\)
. The probability of getting a black card would be
\(\frac{9}{25}\)
and not getting a black card would be
\(\frac{16}{25}\)
. It would still be impossible to get a blue card, so its probability would be 0.)
“What do you notice about the sum of the probability of getting a black card and the probability of not getting a black card?” (They have a sum of 1.)
“Explain why these outcomes might have probabilities with this relationship.” (Since you either get a black card or not, together their probabilities should be 1 or 100%.)


correct_option_index: 0