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.


Topic options: 
A. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
B. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
C. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
D. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
E. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
H. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
I. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
J. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
K. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.


Your response, in json format:
{
  "explanation": "This task involves learning addition, which is a mathematical operation, using objects.",
  "answer": "F"
}

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
$$-\frac{1}{4}$$


Topic options: 
A. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
B. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
C. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
D. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
E. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
F. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
G. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
J. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
K. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.


Your response, in json format:
{
  "explanation": "This problem teaches students different ways of writing numbers that express the same value. This helps students better understand the complex number system, which includes rational numbers.",
  "answer": "I"
}

Example 3:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
C. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
D. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
H. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Your response, in json format:
{
  "explanation": "This problem pertains to functions because it asks students to find the general solution to a trigonometric function.",
  "answer": "B"
}

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_task_001477

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
problem_activity: Activity
The mathematical purpose of this activity is for students to create and analyze a distribution and estimate the mean for rolls of a number cube. Students should recognize the distribution of sample means to be approximately normal which will be important in understanding the margin of error attached to estimates.
Digital
Launch
Arrange students in groups of 4. Collect the data from each student or group to create a dot plot for the class data.
Provide access to devices that can run GeoGebra or other statistical technology.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Students can work with a partner to complete the trials by taking turns rolling the number cube and recording the results.
Supports accessibility for: Language; Social-emotional skills
Student Facing
Roll your number cube applet 35 times, recording the values as you do so.
Every 5 values, find the mean.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "rolls"}, {"_attributes": {"scope": "col"}, "_value": "1 through 5"}, {"_attributes": {"scope": "col"}, "_value": "6 through 10"}, {"_attributes": {"scope": "col"}, "_value": "11 through 15"}, {"_attributes": {"scope": "col"}, "_value": "16 through 20"}, {"_attributes": {"scope": "col"}, "_value": "21 through 25"}, {"_attributes": {"scope": "col"}, "_value": "26 through 30"}, {"_attributes": {"scope": "col"}, "_value": "31 through 35"}]}]}], "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "mean"}], "td": [{}, {}, {}, {}, {}, {}, {}]}]}]}]}
Share your means with your group and create a dot plot of all the means from your group.
What do you notice about the shape of the distribution of means?
Using the dot plot of means, what do you think is a good estimate for the mean of all 140 rolls from your group? How does this value compare to your estimate from the warm-up?
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 4. Distribute one number cube to each student. Collect the data from each student or group to create a dot plot for the class data.
Provide access to devices that can run GeoGebra or other statistical technology.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Students can work with a partner to complete the trials by taking turns rolling the number cube and recording the results.
Supports accessibility for: Language; Social-emotional skills
Student Facing
Roll your number cube 35 times, recording the values as you do so.
Every 5 values, find the mean.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "rolls"}, {"_attributes": {"scope": "col"}, "_value": "1 through 5"}, {"_attributes": {"scope": "col"}, "_value": "6 through 10"}, {"_attributes": {"scope": "col"}, "_value": "11 through 15"}, {"_attributes": {"scope": "col"}, "_value": "16 through 20"}, {"_attributes": {"scope": "col"}, "_value": "21 through 25"}, {"_attributes": {"scope": "col"}, "_value": "26 through 30"}, {"_attributes": {"scope": "col"}, "_value": "31 through 35"}]}]}], "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "mean"}], "td": [{}, {}, {}, {}, {}, {}, {}]}]}]}]}
Share your means with your group and create a dot plot of all the means from your group.
[IMG]
What do you notice about the shape of the distribution of means?
Using the dot plot of means, what do you think is a good estimate for the mean of all 140 rolls from your group? How does this value compare to your estimate from the warm-up?
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
It can be easy for students to get confused about find the standard deviation and mean of mean values. Encourage students to slow down in their thinking and examine one level at a time. The dot plot consists of mean values and the distribution can be described by its center and spread by using the mean and standard deviation.
Activity Synthesis
The goal of this discussion is for students to think about how sample means usually produce an approximately normal distribution with some variability. Collect all of the means from the class and create a dot plot. If it does not come up, ask students to describe the distribution shape. It should be approximately normal (bell-shaped and symmetric around 3.5).
Here are some questions for discussion:
“Why do you think the mean is approximately 3.5?” (The center of the distribution is near 3.5.)
“Which interval contains most of the means for your group’s data?” (Most of our means were between 2.8 and 4.2.)
“What percentage of the means are in that interval?” (21 out 28 or approximately 78%)
“Estimate the percentage of the class data that is in this interval?” (It looks like close to 90% of the means are in this interval.)
“How does the class distribution compare to your group’s distribution?” (The class distribution is more bell-shaped and more symmetric.)
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. For each observation that is shared, ask students to restate what they heard using precise mathematical language. Consider providing students time to restate what they hear to a partner before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students’ attention to any words or phrases that helped to clarify the original statement. This provides more students with an opportunity to produce language as they interpret the reasoning of others.
Design Principle(s): Support sense-making


correct_option_index: 3