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.


Topic options: 
A. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
B. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
C. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
D. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
E. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
H. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
I. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
J. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
K. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.


Your response, in json format:
{
  "explanation": "This task involves learning addition, which is a mathematical operation, using objects.",
  "answer": "F"
}

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
$$-\frac{1}{4}$$


Topic options: 
A. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
B. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
C. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
D. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
E. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
F. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
G. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
J. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
K. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.


Your response, in json format:
{
  "explanation": "This problem teaches students different ways of writing numbers that express the same value. This helps students better understand the complex number system, which includes rational numbers.",
  "answer": "I"
}

Example 3:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
C. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
D. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
H. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Your response, in json format:
{
  "explanation": "This problem pertains to functions because it asks students to find the general solution to a trigonometric function.",
  "answer": "B"
}

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_task_001477

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
problem_activity: Task
Background:
Researchers have questioned whether the traditional value of 98.6°F is correct for a typical body temperature for healthy adults. Suppose that you plan to estimate mean body temperature by recording the temperatures of the people in a random sample of 10 healthy adults and calculating the sample mean. How accurate can you expect that estimate to be? In this activity, you will develop a margin of error that will help you to answer this question.
Let's assume for now that body temperature for healthy adults follows a normal distribution with mean 98.6 degrees and standard deviation 0.7 degrees.  Here are the body temperatures for one random sample of 10 healthy adults from this population:
| 97.73 | 98.76 | 98.27 | 99.95 | 98.47 | 98.49 | 98.97 | 98.68 | 99.27 | 99.25 |
|-------|-------|-------|-------|-------|-------|-------|-------|-------|-------|
What is the mean temperature for this sample?
If you were to take a different random sample of size 10, would you expect to get the same value for the sample mean? Explain.
Below is a dot plot of the sample mean body temperature for 100 different random samples of size 10 from a population where the mean temperature is 98.6 degrees.
[IMG]
How many of the samples had sample means that were greater than 98.5 degrees and less than 98.7 degrees?
Based on the dot plot above, if you were to take a different random sample from the population, would you be surprised if you got a sample mean of 98.8 or greater? Explain why or why not.
Which of the following statements is appropriate based on the dot plot of sample means above?
Statement 1:Most random samples of size 10 from the population would result in a sample mean that is within 0.1 degrees of the value of the population mean (98.6).
Statement 2:Most random samples of size 10 from the population would result in a sample mean that is within 0.3 degrees of the value of the population mean (98.6).
Statement 3:Most random samples of size 10 from the population would result in a sample mean that is within 0.5 degrees of the value of the population mean (98.6).
The margin of error associated with an estimate of a population mean can be interpreted as the maximum likely difference between the estimate and the actual value of the population mean for a given sample size.
Explain why 0.45 degrees would be a reasonable estimate of the margin of error when using the sample mean from a random sample of size 10 to estimate the mean body temperature for the population described above.
If you were to use a random sample of size 20 to estimate the population mean, would you expect the estimate to be closer to or farther from the actual value of the population mean than if you had used a random sample of size 10? Would this mean that the margin of error would be less than or greater than the margin of error for a sample of size 10?
Below is a dot plot of the sample mean temperature for 100 different random samples of size 20 from a population with an actual mean temperature of 98.6 degrees. Explain how this dot plot supports your answer in part (g).
[IMG]
Below is a comparative dot plot that shows sample means for 100 random samples for each of the sample sizes 10, 20, 40, and 100.
[IMG]
What is a reasonable estimate of the margin of error for samples of size 20? For samples of size 40? For samples of size 100?
How is the margin of error related to sample size?
In practice, we don’t take many random samples from a population and we don’t know the actual value of the population mean, so we need a way to estimate the margin of error from a single sample.
An estimate of the margin of error based on a single random sample can be obtained by evaluating the following expression
estimated margin of error = \(2 {s \over \sqrt{n}}\)
where s is the sample standard deviation and n is the sample size.
Using the sample at the beginning of this activity, what is the estimated margin of error?
Suppose that a random sample of 50 healthy adults resulted in a sample mean body temperature of \( \overline{x} = 98.2\) degrees and a sample standard deviation of s = 0.65 degrees. Would you consider this evidence that the actual mean temperature for healthy adults is in fact less than 98.6 degrees? (Hint: what is the estimated margin of error?)


correct_option_index: 3