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 coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, Ö3) lies on the circle centered at the origin and containing the point (0, 2).

Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).

Find the point on a directed line segment between two given points that partitions the segment in a given ratio.

Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.
problem_activity: Activity
Students generalize their observations and explanation from the previous activity to prove the medians of a triangle always coincide. It’s okay if groups don’t include all necessary details in the proof. Anything likely to be missed will be discussed in the activity synthesis.
Launch
Arrange students in groups of 3–4. Give students 2 minutes of work time to read and interpret the beginning of the problem, monitoring for groups that draw a diagram. Then, pull the class back together briefly, inviting a group to share its diagram.
Representing, Conversing: MLR7 Compare and Connect.
Use this routine to prepare students for the whole-class discussion about the proof that the medians of a triangle always coincide. After groups prove that the medians of triangle intersect at a single point, invite them to create a visual display of their work. Then ask students to quietly circulate and observe at least two other visual displays in the room. Give students quiet think time to consider what is the same and what is different about their proofs. Next, ask students to find a partner to discuss what they noticed. Listen for and amplify the language students use to justify why the proof applies to any triangle on the coordinate plane.
Design Principle(s): Cultivate conversation
Engagement: Develop Effort and Persistence.
Provide reminders or checklists that focus on increasing the length of on-task orientation in the face of distractions. For example, provide a checklist of the responsibilities of each group member with pre-assigned sides and medians.
Supports accessibility for: Attention; Social-emotional skills
Student Facing
The goal is to prove that the medians of any triangle intersect at a point. Suppose the vertices of a triangle are
\((0,0), (w,0),\)
and
\((a,b)\)
.
Each student in the group should choose 1 side of the triangle. If your group has 4 people, 2 can work together. Write an expression for the midpoint of the side you chose.
Each student in the group should choose a median. Write an expression for the point that partitions each median in a
\(2:1\)
ratio from the vertex to the midpoint of the opposite side.
Compare the coordinates of the point you found to those of your groupmates. What do you notice?
Explain how these steps prove that the 3 medians of any triangle intersect at a single point.
Student Response
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Anticipated Misconceptions
A diagram is a helpful tool.
Suggest that students share their results with their groups after each step.
Make sure students understand that the
\(2:1\)
ratio applies to the segment that
begins
with the vertex and
ends
with the midpoint of the opposite side of the triangle.
If students struggle to find the point that partitions the median in a
\(2:1\)
ratio, remind them of the notation they used in earlier activities:
\(\frac13A + \frac23B\)
. How does that apply to this problem?
Activity Synthesis
The goal of the discussion is to ensure students have incorporated all the necessary elements in their proof. Here are some questions for discussion:
“What can we conclude if we know that a single point is on 3 different lines?” (It means either the lines coincide, or the lines intersect at that point.)
“How do we know the medians don’t coincide?” (The midpoints are all different because the sides of the triangles don’t coincide.)
“Why did we test a
\(2:1\)
ratio?” (That’s the ratio we measured for the triangle in the warm-up, so we thought it might apply to all triangles.)
“Does this proof apply to a triangle that isn’t positioned like the one in the diagram?” (Yes. We can use a sequence of rigid motions to take any triangle to an image in which a vertex is at
\((0,0)\)
and one side coincides with the
\(x\)
-axis.)


correct_option_index: 0