few_shots: Example:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
problem_activity: Warm-up
This warm-up reminds students of previous work with tape diagrams and encourages a different way to reason with them. Students are given only a tape diagram and are asked to generate a concrete context to go with the representation.
Students’ stories should have the following components:
the same unit for both quantities in the ratio
a ratio of
\(7:3\)
scaling by 3, or 3 units per part
They may also have a quantity of 30 that represents the sum of the two quantities in the ratio.
As students work, identify a few different students whose stories are clearly described and are consistent with the diagram so that they can share later.
Launch
Ask students to share a few things they remember about tape diagrams from the previous lesson. Students may recall that:
We draw one tape for every quantity in the ratio. Each tape has parts that are the same size.
We draw as many parts as the numbers in the ratio show (e.g., a
\(2:3\)
ratio: we draw 2 parts in a tape and 3 parts in another tape).
Each part represents the same value.
Tape diagrams can be used to think about a ratio of parts and the total amount.
Tell students their job is to come up with a valid situation to match a given tape diagram. Give students some quiet thinking time, and then time to share their response with a partner.
Student Facing
Describe a situation with two quantities that this tape diagram could represent.
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Student Response
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Anticipated Misconceptions
Students may misunderstand the meaning of the phrase “with two quantities” and simply come up with a situation involving ten identical groups of three. Point out that the phrase means that the row of seven groups of three should represent something different than the row of three groups of three.
Students may also come up with a situation involving different units, for example, quantity purchased and cost, or distance traveled and time elapsed. Remind them that the parts of tape are meant to represent the same value, so we need a situation that uses the same units for both parts of the ratio.
Activity Synthesis
Invite a few students to share their stories with the class. As they share, consider recording key details about each story for all students to see. Then, ask students to notice similarities in the different scenarios.
Guide students to see that they all involve the same units for both quantities of the ratio, a ratio of 7 to 3, and either 3 units per part or scaling by 3. They may also involve an amount of 30 units, representing the sum of the two quantities.


correct_option_index: 0