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.


Mathematical concept/skill options: 
A. Write and interpret numerical expressions.
B. Generate and analyze patterns.
C. Analyze patterns and relationships.
D. Use properties of operations to generate equivalent expressions.
E. Use the four operations with whole numbers to solve problems.
F. Work with radicals and integer exponents.
G. Solve systems of equations.
H. Represent and solve problems involving multiplication and division.
I. Perform arithmetic operations on polynomials.
J. Understand the relationship between zeros and factors of polynomials.
K. Understand properties of multiplication and the relationship between multiplication and division.
L. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
M. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
N. Use polynomial identities to solve problems.
O. Apply and extend previous understandings of arithmetic to algebraic expressions.
P. Rewrite rational expressions.
Q. Interpret the structure of expressions.
R. Add and subtract within 20.
S. Analyze and solve linear equations and pairs of simultaneous linear equations.
T. Represent and analyze quantitative relationships between dependent and independent variables.
U. Solve equations and inequalities in one variable.
V. Create equations that describe numbers or relationships
W. Reason about and solve one-variable equations and inequalities.
X. Represent and solve equations and inequalities graphically.
Y. Understand solving equations as a process of reasoning and explain the reasoning.
Z. Understand and apply properties of operations and the relationship between addition and subtraction.
AA. Gain familiarity with factors and multiples.
AB. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
AC. Work with addition and subtraction equations.
AD. Multiply and divide within 100.
AE. Work with equal groups of objects to gain foundations for multiplication.
AF. Represent and solve problems involving addition and subtraction.
AG. Write expressions in equivalent forms to solve problems.
AH. Understand the connections between proportional relationships, lines, and linear equations.


Your response, in json format:
{
  "explanation": "This task teaches students to understand addition as putting together counters, or adding to already placed counters.",
  "answer": "AB"
}

Example 2:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response, in json format:
{
  "explanation": "This problem involves understanding fractions as numbers by comparing their quantities.",
  "answer": "F"
}

Example 3:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Your response, in json format:
{
  "explanation": "This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.",
  "answer": "G"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K

im_task_000157

3

fl_problem_000674

5
options: Understand and apply properties of operations and the relationship between addition and subtraction.

Use properties of operations to generate equivalent expressions.

Create equations that describe numbers or relationships

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and solve problems involving addition and subtraction.

Understand the relationship between zeros and factors of polynomials.

Work with radicals and integer exponents.

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

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

Represent and solve equations and inequalities graphically.

Understand properties of multiplication and the relationship between multiplication and division.

Generate and analyze patterns.

Reason about and solve one-variable equations and inequalities.

Represent and analyze quantitative relationships between dependent and independent variables.

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

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

Multiply and divide within 100.

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Analyze patterns and relationships.

Use the four operations with whole numbers to solve problems.

Solve equations and inequalities in one variable.

Perform arithmetic operations on polynomials.

Solve systems of equations.

Add and subtract within 20.

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

Use polynomial identities to solve problems.

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

Represent and solve problems involving multiplication and division.

Interpret the structure of expressions.

Write expressions in equivalent forms to solve problems.

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

Rewrite rational expressions.

Write and interpret numerical expressions.
problem_activity: Activity
In this activity students solve a variety of equation types; both in form and number of solutions. After solving the 10 equations, groups sort them into categories of their choosing. The goal of this activity is to encourage students to look at the structure of equations before solving and to build fluency solving complex equations. For example, students who notice that equation D,
\(3 - 4x + 5 = 2(8 - 2x)\)
, has the same number of
\(x\)
s on each side but a different constant know that there are no values of
\(x\)
that make the equation true. Similarly, equation J has the same number of
\(x\)
s on each side and the same constants on each side, meaning that all values of
\(x\)
make the equation true. These up-front observations allow students to avoid spending time working out the steps to re-write the equation into a simpler form where the number of solutions to the equations is easier to see.
Launch
Arrange students in groups of 3. Distribute 10 pre-cut slips from the blackline master to each group. After groups have solved and sorted their equations, consider having groups switch to examine another group’s categories. Leave 3–4 minutes for a whole-class discussion.
Representation: Internalize Comprehension.
Chunk this task into more manageable parts to differentiate the degree of difficulty or complexity by beginning with fewer cards. For example, give students a subset of the cards to start with and introduce the remaining cards once students have completed their initial sort. Some students may benefit from an additional set of cards with more accessible values to start with.
Supports accessibility for: Conceptual processing; Organization
Student Facing
Your teacher will give you some cards.
With your partner, solve each equation.
Then, sort them into categories.
Describe the defining characteristics of those categories and be prepared to share your reasoning with the class.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Select 2–3 groups to share one of their categories’ defining characteristics and which equations they sorted into it. Given the previous activity, the categories “one solution, no solution, all solutions” are likely. Introduce students to the language “infinite number of solutions” if it has not already come up in discussion.
During the discussion, it is likely that students will want to refer to specific parts of an expression. Encourage students to use the words “coefficient” and “variable.” Define the word
constant term
as the term in an expression that doesn't change, or the term that does not have a variable part. For example, in the expression
\(2x-3,\)
the 2 is the coefficient of
\(x\)
, the 3 is a constant, and
\(x\)
is the variable.
Representing, Speaking: MLR8 Discussion Supports.
To support the whole-class discussion, provide the following sentence frames when groups share: “We grouped these equations into the category ____ because_____.” and “Some characteristics of this category are ____.” Invite students to press for details by asking clarifying questions (e.g., “What other features do those equations have in common?” and “Can you explain how to create a different equation that would fall into that category?”). Emphasize language students use to define parts of an expression such as “variable” and “coefficient,” and use this opportunity to define the word “constant term.” This will help students generalize the categories of equations that have one solution, no solution, or “infinitely many solutions.”
Design Principle(s): Support sense-making


correct_option_index: 14