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: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.  For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
problem_activity: Optional activity
This activity, designed for an extra class period, gives students an opportunity to gather and analyze data for bounce heights for multiple balls. Each ball should be sufficiently bouncy to allow measurement of at least 4 bounces. Good examples include: tennis balls, basketballs, super balls, golf balls, and soccer balls. It will also be important to find a surface that is hard, flat, and level. Any padding will dampen the bounces, and any slant or irregularity on the surface will affect the direction of the bounce. A tiled or concrete floor, or a flat and paved surface outdoors should work. Students will need measuring tapes and may need some practice gathering the data.
Notice how students record the bounce heights. Recording these heights to the nearest inch or centimeter will already be challenging and anything beyond that is too much precision. This activity is a good opportunity to choose a degree of precision appropriate to the context and the measuring device used (MP6).
As in the previous task, monitor for how students process their data and decide on an appropriate factor to quantify the bounciness of each ball. Students should now be comfortable with the fact that the data is not exactly exponential but may still choose different ways for deciding on an appropriate exponential decay factor.
Here is a typical rebound factor for several types of balls:
Tennis ball: 0.5 to 0.6
Super ball: 0.9
Basketball: about 0.6
Making graphing or spreadsheet technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Arrange students in groups of 3 or 4. Give each group a measuring tape and a ball. Explain to students that their job is to determine the rebound factors of several balls by gathering data on their rebound heights. They then need to use mathematics to model the relationship between the number of bounces and the height of a bounced ball.
Students should drop them all from the same height. Consider letting students realize this on their own.
Engagement: Provide Access by Recruiting Interest.
Leverage choice around perceived challenge. Invite students to select one or two balls to bounce, instead of 3. Chunking this task into more manageable parts may also benefit students who benefit from additional processing time.
Supports accessibility for: Organization; Attention; Social-emotional skills
Student Facing
Your teacher will give your group three different kinds of balls.
Your goal is to measure the rebound heights, model the relationship between the number of bounces and the heights, and compare the bounciness of the balls.
[IMG]
Complete the table. Make sure to note which ball goes with which column.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "strong": [{"em": [{"_value": "n,"}]}], "_value": "number of bounces"}, {"_attributes": {"scope": "col"}, "em": [{"strong": [{"_value": "a,"}]}], "_value": "height for ball 1 (cm)"}, {"_attributes": {"scope": "col"}, "strong": [{"em": [{"_value": "b,"}]}], "_value": "height for ball 2 (cm)"}, {"_attributes": {"scope": "col"}, "strong": [{"em": [{"_value": "c,"}]}], "_value": "height for ball 3 (cm)"}]}]}], "tbody": [{"tr": [{"td": [{"_value": "0"}, {}, {}, {}]}, {"td": [{"_value": "1"}, {}, {}, {}]}, {"td": [{"_value": "2"}, {}, {}, {}]}, {"td": [{"_value": "3"}, {}, {}, {}]}, {"td": [{"_value": "4"}, {}, {}, {}]}]}]}]}
Which one appears to be the bounciest? Which one appears to be the least bouncy? Explain your reasoning.
For each one, write an equation expressing the bounce height in terms of the bounce number
\(n\)
.
Explain how the equations could tell us which one is the most bouncy.
If the bounciest one were dropped from a height of 300 cm, what equation would model its bounce height
\(h\)
?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
If Ball 1 were dropped from a point that is twice as high, would its bounciness be greater, less, or the same? Explain your reasoning.
Ball 4 is half as bouncy as the least bouncy ball. What equation would describe its height
\(h\)
in terms of the number of bounces
\(n\)
?
Ball 5 was dropped from a height of 150 centimeters. It bounced up very slightly once or twice and then began rolling. How would you describe its rebound factor? 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 struggle to measure the heights of the bounces. Consider allowing phones or other technology that can record a video of the bounces so that it can be replayed in slow motion.
Activity Synthesis
Depending on available time, you may choose to have groups of students prepare a presentation for sharing their findings or simply discuss the the data and findings as a whole class.
As in the previous task, highlight different methods for estimating the rebound factor (taking the quotient of two successive values, taking an average of successive quotients, or making a general estimate of successive quotients). Also highlight the inherent inaccuracy of bounce height measurements which in turn influence how accurately we should report the successive quotients (MP6). Probably no more than one significant decimal digit should be used.
Focus the discussion on the meaning of the rebound factors. Ask questions such as:
“Does a larger factor means that the ball is more bouncy or less bouncy?”
“Does a larger factor mean that the heights are decreasing more quickly or more slowly?”
Emphasize the fact that in a situation modeled by a function
\(f\)
given by
\(f(n) = a \boldcdot b^n\)
, the number
\(b\)
expresses the growth factor. In situations where
\(0<b<1\)
, a
larger
value of
\(b\)
means that the function decays more slowly (because more of the quantity remains). In terms of comparing the bounciness of the balls, the larger the successive quotients in the table columns, the bouncier the ball is. While all of the balls eventually will lie still on the ground, a larger successive quotient (or rebound factor) means that the bounce heights decrease more slowly.
Writing, Conversing: MLR1 Stronger and Clearer Each Time.
Use this routine to help students improve their writing by providing them with multiple opportunities to clarify their explanations through conversation within their group. Give students time to share their response to the question, “Explain how the equations could tell us which one is the most bouncy.” Provide listeners with prompts for feedback that will help their partner add detail to strengthen and clarify their ideas. For example, students can ask their partner, “How did you use the data in the table?” or “Can you explain the rebound factor in your equations?” Next, provide students with 3–4 minutes to revise their initial draft based on feedback from their group. This will help students produce a written generalization for how they can estimate the rebound factor and use successive quotients in a real-world exponential situation.
Design Principle(s): Optimize output (for explanation)


correct_option_index: 2