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.


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:
AB

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

K
options: Understand and apply theorems about circles.

Prove theorems involving similarity.

Reason with shapes and their attributes.

Analyze, compare, create, and compose shapes.

Find arc lengths and areas of sectors of circles.

Classify two-dimensional figures into categories based on their properties.

Define trigonometric ratios and solve problems involving right triangles.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Visualize relationships between two-dimensional and three-dimensional objects.

Understand similarity in terms of similarity transformations.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Understand and apply the Pythagorean Theorem.

Apply geometric concepts in modeling situations.

Explain volume formulas and use them to solve problems.

Experiment with transformations in the plane.

Make geometric constructions.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Translate between the geometric description and the equation for a conic section.

Understand congruence in terms of rigid motions.

Use coordinates to prove simple geometric theorems algebraically.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Apply trigonometry to general triangles.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Prove geometric theorems.

Solve real-world and mathematical problems involving area, surface area, and volume.

Draw, construct, and describe geometrical figures and describe the relationships between them.
problem_activity: Warm-up
This activity encourages students to notice characteristics of scale drawings by observing examples and counterexamples, and to articulate what a scale drawing is. Though students are not expected to come up with precise definitions, they are likely able to intuit that scale drawings are accurate two-dimensional depictions of what they represent, in the sense that all shapes, arrangements of parts, and relative sizes match those of the actual objects.
Expect student observations about scale drawings to be informal and not mathematical. For example, they might say that a scale drawing looks just like the object it is portraying, with the parts shown having the right size and being in the right places in the drawing. Or that in a scale drawing, a smaller part in the actual object does not end up being larger in the drawing.
Like any mathematical model of a real situation, a scale drawing captures some important aspects of the real object and ignores other aspects. It may not be apparent to students that scale drawings prioritize features of one plane of the object (and sometimes features of other planes parallel to it) and ignore other surfaces and dimensions. Notice students who show insights around this idea so they can share later.
Launch
Arrange students in groups of 2. Before students look at the materials, poll the class to find out who has seen scale drawings. Ask a few students who are familiar with them to give a couple of examples of scale drawings they have seen. Then, give students 2 minutes to observe the examples and counterexamples of scale drawings and discuss in groups what they think a scale drawing is.
Student Facing
Here are some drawings of a school bus, a quarter, and the subway lines around Boston, Massachusetts. The first three drawings are
scale drawings
of these objects.
[IMG]
The next three drawings are
not
scale drawings of these objects.
[IMG]
Discuss with your partner what a scale drawing is.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
If students struggle to characterize scale drawings, offer prompts to encourage them to look closer. For example, ask: “How do the shapes and sizes of the objects in the drawings compare to those of the actual objects?” Students may say that sizes of the objects in the scale drawings are smaller than those of the actual objects. Ask them if any parts of the scale drawings are distorted, compared to the actual object—ask them to focus on the two images of the quarter, one of which is circular in shape while the other is not.
Activity Synthesis
Ask a few students to share what they noticed about characteristics of scale drawings and to compare and contrast scaled copies and scale drawings. Discuss questions such as the following. Record common themes and helpful descriptions.
What do the examples have or show that the counterexamples do not?
How are scale drawings like scaled copies you saw in earlier lessons? How are they different than scaled copies?
What aspects of the bus, coin, and the city of Boston do the scale drawings show? What aspects of the actual objects do scale drawings
not
show?
Notice misconceptions, but it is not necessary to address them right away, as students’ understanding will be shaped in this and upcoming lessons. Tell students that they will continue to analyze scale drawings and revise their definitions in upcoming activities.


correct_option_index: 26