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: Evaluate reports based on data.

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.

Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.

Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
problem_activity: Warm-up
In this warm-up, students use their understanding of normal distributions to determine whether the difference is likely due to the random groupings or the treatment.
Student Facing
A scientist divides 30 strawberry plants into two groups at random. One group of 15 plants will represent the control group and is grown in standard greenhouse conditions. The second group of 15 plans will represent the treatment group and will grow under the same conditions except they are grown in a different type of soil. After 6 weeks, the total weight (in grams) of the strawberries are measured for each plant. The scientist then performs a randomized experiment to compare the groups.
The data are summarized by these statistics and histogram.
Mean for the control group: 238.67 grams
Mean for the group with different soil: 347.47 grams
Mean of differences in means from randomized groupings: -0.540 grams
Standard deviation of differences in means from randomized groupings: 29.83 grams
[IMG]
Is there evidence that the difference in means from the original groupings is due to the different soil or is it likely that the difference is due to the way the plants were grouped? Explain your reasoning.
Student Response
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Activity Synthesis
The purpose of the discussion is to recall how the mean and standard deviation determine a normal distribution which can then be used to determine whether the observed difference in means is likely due to the random groupings or whether there is evidence that it is due to the treatment.
Ask students,
"Why is it useful to know the standard deviation for the differences in means from randomized groupings?" (This number gives a sense of how spread out we expect the differences to get based on the groupings. It can be used to determine a normal distribution to determine how likely it is that the observed difference in means is due to chance groupings.)
"How could the 'mean of differences in means from randomized groupings' be calculated using the original data?" (Redistribute the original data into two groups using a chance process to create new randomized groupings. Find the mean of each group and record the difference in means. Repeat the process many times to collect many differences in means for the groups. Find the mean of those recorded differences.)


correct_option_index: 2