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

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.

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

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

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

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.

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.

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.

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.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
problem_activity: Task
The teacher will need numeral cards 1–10 and 11–20.
This task can be used with a single student or a small group of students. Each student needs his or her own set of numeral cards.
The teacher asks student(s) to put the numbers in order from the smallest number to the biggest number or in the order they would say them if they were counting. Next, students read the numbers in their arranged order (one student at a time). The teacher records each student’s sequence. Students who have numerals out of order may be able to self-correct as they read what they have done. This, too, should be noted.
If students are able to sequence 1–10, trade sets with them so they have only the 11–20 cards. Use the process described above to have students order the cards and read their results, again, recording the responses. To be clear, some students will have a 1–10 set of cards and other students will have a 11–20 set. This lets students struggling with 1–10 to practice and lets the teacher gather information on those students ready for the "teen" numbers.


correct_option_index: 4