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: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
In this activity, students recall what they know about division from grade 3. The context allows students to connect lived experiences to the math of the activity. By inviting students to consider treats that they enjoy in their homes or neighborhoods, they share experiences and foster connections that build community.
The first question gives students an opportunity to co-craft mathematical questions based on a situation before answering a question based on a division equation. Students divide a two-digit number by a one-digit divisor, as they did in grade 3, in a way that makes sense to them. The activity synthesis highlights different representations students made and relates them to the situation. The term
dividend
is re-introduced in this lesson to describe a number being divided into equal groups.
This activity uses
MLR5 Co-craft Questions
. Advances: writing, reading, representing
Action and Expression: Develop Expression and Communication.
Give students access to concrete manipulatives (connecting cubes, counters, or square tiles) and grid paper. Invite students to use these to act out or draw
\(84 \div 7\)
.
Supports accessibility for: Conceptual Processing, Attention
Launch
Groups of 2
“What are some of your favorite treats or snacks from home?”
30 seconds: quiet think time
1 minute: partner discussion
MLR 5: Co-craft Questions
Display the opening paragraph and the first question.
“Write a list of mathematical questions that could be asked about this situation.”
2 minutes: independent work time
2–3 minutes: partner discussion
Invite several students to share one question with the class. Record responses.
“How are these questions alike?” (The questions involve multiplying or dividing.) “How are they different?” (The questions can be answered using different operations.)
“Let’s look at the next question in the activity.”
Activity
3–4 minutes: quiet work time
Student Facing
Diego’s aunt is buying paletas, which are ice pops, for a class party. At the local market, paletas come in different flavors. She buys the same number of paletas of each flavor.
[IMG]
What mathematical questions can we ask about this situation?
Here is an equation:
\(84 \div 7 = {?}\)
In the situation about the class party, what questions could the equation represent?
Find the answer to one of the questions you wrote. Show your reasoning.
Student Response
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Advancing Student Thinking
If students are unsure how to write a division question for
\(84 \div 7\)
, consider asking:
“If you were to act out the meaning of this expression, what would you do?”
“If you were to explain its meaning, what would you say?”
“In what type of situations would these types of actions take place?”
Activity Synthesis
Display two questions that students wrote for the equation
\(84 \div 7 = {?}\)
.
“What does the 84 represent in both problems?” (The amount being divided into equal groups.)
“In mathematics, the number being divided is known as the
dividend
.”
Invite students to share their strategies for the last question. Highlight strategies that show equal-size groups and reasoning that relates multiplication and division.


correct_option_index: 1