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: Estimate lengths using units of inches, feet, centimeters, and meters.

Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
problem_activity: Task
Materials
ruler, meter sticks, yard sticks, measuring tape
paper
crayons
Actions
Part 1
Explain that students will be working in pairs to determine the length of each partner’s foot. Ask what tools would be appropriate for determining length.  Chart student thinking about appropriate tools, and today’s goal of  using standard measurement tools such as rulers, yard sticks, meter sticks, or measuring tape.
Ask student pairs to consider the unit(s) that would give the most precise measure of the length of a student’s foot.  If students struggle with this idea, the teacher might model using his/her foot as an example considering yards, meters, feet, inches and centimeters.
Ask student pairs to identify the unit they will work with and predict the length of each partner’s foot and record their estimations.  Estimates should be recorded in units.
Part 2
Have one student from each pair stand on a blank sheet of paper and have his/her partner make a mark at the student’s heel and another at the toe.
Then, together, have the pair measure the distance between the two marks to determine the length of the first student’s foot and record the length.  Students may have to find the closest unit.
Have students then find the difference between the estimation and actual length.
Repeat with the second student, using a different color to make the marks.  The second student should stand at the same endpoint as the first student so that students can visually compare the two representations and compare the number of the distance in units in part three.
Part 3
Working in pairs, have students compare the distances between the lengths of each student’s foot.
Class Discussion
Engaging in a class discussion will support students in thinking about the mathematical ideas embedded within the task.
What tool did you use and why?
How was that tool helpful?
If you were going to measure _____ (a desk, a whiteboard, an eraser), would you use the same tool? Why?
How long was your foot? What was your estimate? What was the difference?
What unit did you use to measure? How did you decide to use ______? Why is the unit important?
How long was your partner’s foot? What was his/her estimate? What was the difference?
What was the difference between the length of your foot and the length of your partner’s foot? How did you find the difference?
What did you notice about finding the difference? Is there more than one way to find the difference? (This might be an opportunity to discuss finding the difference by measuring how much longer one length is than the other or by using an operation such as addition to add up from the smallest length to the larger length or by subtracting the smaller length from the larger length.)


correct_option_index: 0

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