few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response:
N

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
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2
options: Represent and solve problems involving multiplication and division.

Work with addition and subtraction equations.

Add and subtract within 20.

Interpret the structure of expressions.

Perform arithmetic operations on polynomials.

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving addition and subtraction.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Use properties of operations to generate equivalent expressions.

Use the four operations with whole numbers to solve problems.

Understand properties of multiplication and the relationship between multiplication and division.

Rewrite rational expressions.

Understand the connections between proportional relationships, lines, and linear equations.

Write and interpret numerical expressions.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Understand and apply properties of operations and the relationship between addition and subtraction.

Understand the relationship between zeros and factors of polynomials.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Solve systems of equations.

Use polynomial identities to solve problems.

Gain familiarity with factors and multiples.

Create equations that describe numbers or relationships

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Analyze patterns and relationships.

Work with equal groups of objects to gain foundations for multiplication.

Understand solving equations as a process of reasoning and explain the reasoning.

Reason about and solve one-variable equations and inequalities.

Work with radicals and integer exponents.

Multiply and divide within 100.

Generate and analyze patterns.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve equations and inequalities in one variable.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and solve equations and inequalities graphically.
problem_activity: Task
Materials
Double sided counters
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Markers that are the same colors as the counters
Teacher-made “My Book of 5” (see below for detailed directions)
Action
Students will be given double sided counters/dots (see picture of counters, above). It is important for the markers to match the colors on the counters. Students take five counters in their cupped hands (or a cup), shake them around, pour them onto the desk. Next, they count how many counters are yellow and how many are red. Students then record the numbers in their book and write a corresponding equation. For example, if the counters landed so that 1 was yellow and 4 were red, then the student would draw one yellow dot and four red dots and then write “1+4=5” under the drawing. The student would then collect the counters and roll them again. For each combination of colors, the students record with a picture and an equation. Students continue until they fill their book of 5. The teacher can choose how many pages to put in, somewhere between five and eight is a good number so that students get a chance to see multiple combinations. After the students have completed their books, the teacher should have a whole-group discussion to make the number relationships explicit. One way to do this is to write each of the two addends into a table and to discuss possible patterns and reasons for the pattern. The teacher can ask specific questions such as, “What do you notice about the numbers in the table?” Or “Why is it that as one number gets bigger, the other number gets smaller?”
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Once students have completed the book, the activity can be repeated but with a book that has 6 pages. The students would then need to create one page for each possible way to make five. How to make "My Book of 5": The book could simply be blank pages stapled together and the student creates the circle and writes the equation under. If your students need more scaffolding each page of the book can consist of five empty circles which the students color in. This will make it impossible for the students to accidentally draw four or six circles. See below for an example: Empty Book Pages:
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Filled In by Student:
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Here is a photo of students working on different numbered books (not books of five):
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correct_option_index: 17