few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response, in json format:
{
  "explanation": "In this problem, students work with money in the form of coins.",
  "answer": "N"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Use polynomial identities to solve problems.

Generate and analyze patterns.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Understand solving equations as a process of reasoning and explain the reasoning.

Write and interpret numerical expressions.

Represent and solve problems involving addition and subtraction.

Use properties of operations to generate equivalent expressions.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Represent and solve problems involving multiplication and division.

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Represent and solve equations and inequalities graphically.

Represent and analyze quantitative relationships between dependent and independent variables.

Add and subtract within 20.

Analyze patterns and relationships.

Work with equal groups of objects to gain foundations for multiplication.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with radicals and integer exponents.

Solve systems of equations.

Multiply and divide within 100.

Write expressions in equivalent forms to solve problems.

Perform arithmetic operations on polynomials.

Rewrite rational expressions.

Create equations that describe numbers or relationships

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Solve equations and inequalities in one variable.

Understand the connections between proportional relationships, lines, and linear equations.

Understand the relationship between zeros and factors of polynomials.

Reason about and solve one-variable equations and inequalities.

Understand and apply properties of operations and the relationship between addition and subtraction.

Use the four operations with whole numbers to solve problems.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Interpret the structure of expressions.

Understand properties of multiplication and the relationship between multiplication and division.
problem_activity: Narrative
The purpose of this activity is for students to interpret and solve a story problem by adding or subtracting within 100. Students solve an Add To, Start Unknown problem, one of the more difficult problem types from grade 1. Students begin the activity by looking at the problem displayed, rather than in their books. At the end of the launch, students open their books and work on the problem.
Monitor for students who use methods that show adding or subtracting by place to share in the synthesis. Students who choose to use connecting cubes or base-ten blocks or who draw a diagram to represent the situation are using tools strategically (MP5). During the synthesis, invite all students to explain why these methods work using their understanding of place value.
This activity uses
MLR6 Three Reads
. Advances: reading, listening, representing. Some students may benefit from continued use of MLR6 to support reading comprehension in Activity 2.
Required Materials
Materials to Gather
Base-ten blocks
Connecting cubes
Launch
Groups of 2
Give students access to connecting cubes and base-ten blocks.
“Have you ever been on a field trip? Where did you go?”
“Did everyone on your field trip stay together the whole time or did you split into smaller groups?”
MLR6 Three Reads
Display only the story problem, without revealing the question.
“We are going to read this problem 3 times.”
1st Read: “Some students were on the bus to go to the zoo. Then 34 more students got on. Now there are 55 students on the bus.”
“What is this story about?”
1 minute: partner discussion.
Listen for and clarify any questions about the context.
2nd Read: “Some students were on the bus to go to the zoo. Then 34 more students got on. Now there are 55 students on the bus.”
“What are all the things we can count in this story?” (number of students who started the story on the bus, number of students who got on next, the total number of students on the bus, the number of buses)
30 seconds: quiet think time
2 minutes: partner discussion
Share and record all quantities.
Reveal the question.
3rd Read: Read the entire problem, including the question aloud.
“What are different ways we can solve this problem?” (We could subtract the number of students who got on the bus second from the total. We could add to the number of students who got on the bus until we get to the total.)
30 seconds: quiet think time
1–2 minutes: partner discussion
Activity
5 minutes: independent work time
Monitor for students who:
use base-ten blocks or base-ten diagrams to show adding tens to tens or ones to ones
use base-ten blocks or base-ten diagrams to show subtracting from tens or ones from ones
Student Facing
Some students were waiting on the bus to go to the zoo. Then 34 more students got on. Now there are 55 students on the bus. How many students were on the bus at first?
[IMG]
Student Response
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Activity Synthesis
Invite previously identified students to share.
Record student methods using equations.
“How are these methods the same?” (They both show tens and ones. They both thought of keeping the tens with the tens and ones with the ones.)


correct_option_index: 5