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: Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.

Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.

Evaluate reports based on data.

Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
problem_activity: Problem 1
Flares are used to warn cars that there is an obstacle on the road. Flares are often part of cars’ emergency kits and burn for a long time.
Fred’s Flare Company used to make flares that burned for 100 minutes on average. Fred changed the chemical formula in his flares, and he thinks that his new formula will burn for slightly over 120 minutes. Fred wants to make the claim on his packaging that his flares “Now burn for over 2 hours on average!!”
To make this claim, Fred needs to back it up with data. He decides that performing some random sampling is the best way to do this. Since he runs a 24-hour production operation, he decides that taking a sample each hour is the easiest way to do this.
Fred has tried two different ways of sampling, as shown below.
{"table": [{"_attributes": {"class": ["table"], "style": "table-layout:fixed; width:100%"}, "tbody": [{"tr": [{"td": [{"p": [{"_value": "Sample size: 20 flares"}, {"_value": "24 total samples (one per hour of production)"}, {"_attributes": {"style": "text-align:center"}, "img": [{"_attributes": {"alt": "", "src": "https://d37su8u1z9ynie.cloudfront.net/uploads/2018/06/05/algiiu8_l12_at1.png", "style": "height:76px; width:374px"}}]}]}, {"p": [{"_value": "Sample size: 100 flares"}, {"_value": "24 total samples (one per hour of production)"}, {"img": [{"_attributes": {"alt": "", "src": "https://d37su8u1z9ynie.cloudfront.net/uploads/2018/06/05/algiiu8_l12_at1a.png", "style": "height:101px; width:414px"}}]}]}]}]}]}]}
If we further extrapolate that Fred continues to take samples for 30 days in the same manner as above, he charts his results in histograms shown below.
{"table": [{"_attributes": {"class": ["table"], "style": "table-layout:Fixed; width:100%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align:center"}, "img": [{"_attributes": {"alt": "", "src": "https://d37su8u1z9ynie.cloudfront.net/uploads/2018/06/05/algiiu8_l12_at1b.png", "style": "height:244px; width:358px"}}]}, {"img": [{"_attributes": {"alt": "", "src": "https://d37su8u1z9ynie.cloudfront.net/uploads/2018/06/05/algiiu8_l12_at1c.png", "style": "height:231px; width:350px"}}]}]}]}]}]}
The margin of error is the largest expected difference between the estimate of a population parameter and the actual population parameter.
What would you guess is the mean and the margin of error of burn time of Fred’s flares (with the new and improved formula)?
Problem 2
The margin of error can also be calculated in by
$${ME=2\sqrt{{\hat{p}}(1-{\hat{p}})\over n}}$$
, where
$${\hat{p}}$$
is the proportion of a sample of an event occurring,
$$1-{\hat{p}}$$
is the proportion of a sample of an event not occurring,
$$n$$
is the sample size, and
$${\sigma}$$
is the sample standard deviation.
Suppose you draw a random sample of 36 chips from a mystery bag and find 20 red chips. Find:
The sample proportion of red chips
The standard error (standard deviation from the mean)
The margin of error


correct_option_index: 0