few_shots: Example 1:
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

Example 2:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
A

Example 3:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Your response:
A

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

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Apply and extend previous understandings of arithmetic to algebraic expressions.

Perform arithmetic operations on polynomials.

Use polynomial identities to solve problems.

Add and subtract within 20.

Represent and solve problems involving multiplication and division.

Multiply and divide within 100.

Solve equations and inequalities in one variable.

Represent and solve equations and inequalities graphically.

Rewrite rational expressions.

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

Write expressions in equivalent forms to solve problems.

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

Analyze patterns and relationships.

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving addition and subtraction.

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

Work with radicals and integer exponents.

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

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

Interpret the structure of expressions.

Write and interpret numerical expressions.

Use the four operations with whole numbers to solve problems.

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

Generate and analyze patterns.

Use properties of operations to generate equivalent expressions.

Create equations that describe numbers or relationships

Reason about and solve one-variable equations and inequalities.

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

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

Work with addition and subtraction equations.

Solve systems of equations.

Gain familiarity with factors and multiples.
problem_activity: Activity
The purpose of this activity is for students to think about what they see as “least difficult” and “most difficult” when looking at equations and to practice solving equations. Students also discuss strategies for dealing with “difficult” parts of equations.
Launch
Keep students in the same groups of 2. Give students 3–5 minutes quiet think time to get started and then 5–8 minutes to discuss and work with their partner. Leave ample time for a whole-class discussion.
Representation: Internalize Comprehension
. Activate or supply background knowledge. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Here are a lot of equations:
A.
\(\text{-} \frac56(8+5b)=75+\frac53 b\)
B.
\(\text-\frac12(t+3)-10=\text-6.5\)
C.
\(\frac{10-v}{4}=2(v+17)\)
D.
\(2(4k+3)-13=2(18-k)-13\)
E.
\(\frac{n}{7}-12=5n+5\)
F.
\(3(c-1)+2(3c+1)=\text-(3c+1)\)
G.
\(\frac{4m-3}4=\text{-}\frac{9+4m}8\)
H.
\(p-5(p+4)=p-(8-p)\)
I.
\(2(2q+1.5)=18-q\)
J.
\(2r+49=\text{-}8(\text{-}r-5)\)
Without solving, identify 3 equations that you think would be least difficult to solve and 3 equations you think would be most difficult to solve. Be prepared to explain your reasoning.
Choose 3 equations to solve. At least one should be from your "least difficult" list and one should be from your "most difficult" list.
Student Response
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Student Facing
Are you ready for more?
Mai gave half of her brownies, and then half a brownie more, to Kiran. Then she gave half of what was left, and half a brownie more, to Tyler. That left her with one remaining brownie. How many brownies did she have to start with?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
The purpose of this discussion is for students to discuss strategies for solving different types of equations. Some students may have thought that an equation was in the “least difficult” category, while others thought that the same equation was in the “most difficult” category. Remind students that once you feel confident about the strategies for solving an equation, it may move into the “least difficult” category, and recognizing good strategies takes practice and time.
Poll the class for each question as to whether they placed it in the “most difficult” category, “least difficult” category, or if it was somewhere in the middle. Record and display the results of the poll for all to see.
For questions with a split vote, have a group share something that was difficult about it and something that made it seem easy. If there are any questions that everyone thought would be more difficult or everyone thought would be less difficult, ask students why it seemed that way. Ask students, “Were there any equations that were more difficult to solve than you expected? Were there any that were less difficult to solve than you expected?”
Consider asking some of the following questions to further the discussion:
“For equation A, what could we do to eliminate the fraction?” (Multiply each side by the common denominator of 6. Then the terms will all have integer coefficients.)
“Which other equations could we use this strategy for?” (Any equations that had fractions, such as B, C, E, and G.)
“What steps do you need to do to solve equation D? Which other equations are like this one?” (There is a lot of distributing and collecting like terms. F and H also have to distribute several times.)
“What other strategies or steps did you use in solving the equations?”
Representing: MLR3 Clarify, Critique, Correct.
After polling students about the difficulty of each problem, choose the question that was ranked as “most difficult” for students to solve, and display a possible incorrect solution. For example, display
\(2(2q+1.5\)
)
\(=\)
\(4q+1.5\)
, to invite discussion about the distributive property. Invite students to share what makes the question difficult and to name strategies or moves that can be used to solve the equation. Invite students to work with a partner to revise and correct the response. Let them know that they should each be prepared to explain their work. When pairs share their responses with the class, draw students' attention to the language used to describe the steps they took, to clarify their strategies. This will support student understanding of strategies they can use to deal with “difficult” parts of equations.
Design Principle(s): Maximize meta-awareness


correct_option_index: 11