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 variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
problem_activity: Activity
This activity is a culmination of all the work students have done with angles in this unit. With less support than in previous activities, students come up with equations that represent the relationships between angles in a figure. Then, students solve their equation to find each unknown angle measure.
Launch
Encourage students to write an equation for each problem. Give students 2–3 minutes of quiet work time followed by a whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge by asking students to start by looking for any vertical, complementary and supplementary angles. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Find the unknown angle measures. Show your thinking. Organize it so it can be followed by others.
[IMG]
[IMG]
Lines
\(\ell\)
and
\(m\)
are perpendicular.
[IMG]
[IMG]
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?
The diagram contains three squares. Three additional segments have been drawn that connect corners of the squares. We want to find the exact value of
\(a+b+c\)
.
[IMG]
Use a protractor to measure the three angles. Use your measurements to conjecture about the value of
\(a+b+c\)
.
Find the exact value of
\(a+b+c\)
by reasoning about the diagram.
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
If students struggle to see the angle relationships in the figures, prompt them to look for any angles that are vertical, complementary, or supplementary to get them started.
Activity Synthesis
The goal of this discussion is for students to see different equations that can be used to represent and solve for the same unknown angle measures.
Select students to share their answers to each problem. Consider asking some of the following questions:
“Did anyone use a different equation for this same problem? If so, did you get the same answer?”
“Were any of the questions harder than others? Why?”
“Were there any questions you used a strategy that was new to you?”
Speaking: MLR8 Discussion Supports.
When selected students share how they calculated the angle measurements, invite other students to challenge an idea, elaborate on an idea, or clarify the idea using improved mathematical language. Encourage students to demonstrate central concepts of the angle relationships (e.g., complementary, supplementary, vertical) multi-modally by explaining their reasoning using images of the angles as well as gestures. This will support student understanding about how to write equations that represent the relationships between angles in a figure.
Design Principle(s): Optimize output (for explanation); Support sense-making


correct_option_index: 0