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: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

Graph the solutions to a linear inequality in two variables as a half plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
problem_activity: Activity
The purpose of this activity is to give students practice writing and graphing equations from situations. In the next activity and in the supported Algebra 1 lesson, students will write and graph inequalities  Students then assess the meaning of points off of the line in the situation provided and interpret whether those points might be valid in the situation.
Student Facing
Write an equation that helps to answer the question about the situation. Then draw a graph that represents the equation.
Jada goes to an orchard to pick plums and apricots to make jam. She picks 20 pounds of fruit altogether. If she picks
\(a\)
pounds of apricots, how many pounds of plums does she pick?
[IMG]
Consider the point
\((5,16)\)
. Is it possible for the weight of the fruit to be represented by that point in this situation? Explain your reasoning.
In a video game, a character can run at a top speed of 30 miles per hour, but each additional pound that the character carries lowers the maximum running speed by 1 mile per hour. What is the maximum running speed of the character when they are carrying
\(w\)
pounds?
[IMG]
Consider the point
\((10,15)\)
. Is it possible for a character in this game to be represented by that point in this situation? Explain your reasoning.
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
The purpose of the discussion is to examine points on and off the lines and determine what they might mean in the situations.
Ask students:
"What are the coordinates for a point on the line that represents the scooter situation? What do the coordinates mean in that situation?" (The point
\((1,22)\)
is on the line. This means that renting the scooter for 2 hours should cost
$
22.)
"What are the coordinates for a point above the line that represents the scooter situation? What do the coordinates mean in that situation? Is it realistic?" (The point
\((2,30)\)
is above the line. This means paying
$
30 for 2 hours with a scooter. It only makes sense if the person is overpaying for some reason like if they broke part of the scooter and have to pay extra.)
"The point
\((5,30)\)
is above the line that represents the maximum run speed for the videogame character. Describe a situation where this might be possible." (If the character has an item that ignores the carry weight or something that boosts their run speed, then maybe this is possible.)


correct_option_index: 0