few_shots: Example:
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:
A

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K
options: Fluently multiply multi-digit whole numbers using the standard algorithm.

Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Narrative
In this activity students compare two book sale scenarios in which there is a different base price of a book for the fundraiser. Students notice that when you increase the price by a lot, you make more profit per book, but you may also sell fewer books. On the other hand, if you increase the price by less money, you have to sell more books to make the same profit.
MLR6 Three Reads.
Keep books or devices closed. Display only the problem stem, without revealing the questions. “We are going to read this question 3 times.” After the 1st Read: “Tell your partner what this situation is about.” After the 2nd Read: “List the quantities. What can be counted or measured?” Reveal the question(s). After the 3rd Read: “What strategies can we use to solve this problem?”
Advances: Reading, Representing
Launch
Groups of 2
“When a school plans a book sale fundraiser, the school orders books from the publisher, or bookseller, for a certain price. Then the school sells it for a different price at the book fair.”
“Let’s imagine the school buys a book for \$10. Should they sell the book for more or less than \$10 at the book fair? Why?” (More if they want to make money from the sale.)
“This is called the mark-up price. For every book they sell, the bookseller will get \$10 and the school keeps the amount they added. The amount they add is called the profit.”
Activity
1 minute quiet think time
5 minutes: group work time
Monitor for students who consider the profit per book in their justifications.
Student Facing
Two schools buy science books for \$8 from a publisher to sell at their book sale. School A sells the books for \$12. School B sells the books for \$12.90.
Who do you think sells more science books? Why?
How much profit does each school make if they each sell 35 books?
School B sells 10 science books. How many science books does School A have to sell to raise about the same amount of money?
Student Response
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Activity Synthesis
“What is a reasonable mark-up price?”
“What do you need to consider when deciding a mark-up price?”


correct_option_index: 2