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.


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

Example 2:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Standard options: 
A. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
B. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
C. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
B

Example 3:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Standard options: 
A. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
B. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
C. Fluently multiply multi-digit whole numbers using the standard algorithm.


Your response:
C

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K

im_task_000157

3

fl_problem_000674

5
options: Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.

Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.

Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
problem_activity: Activity
The purpose of this activity is for students to consider the height of points on a circle not centered at
\((0,0)\)
. Working within the context of a Ferris wheel, students use their understanding of the unit circle to identify the height of a point on the wheel relative to the center of the wheel and then combine this value with the given height of the center of the Ferris wheel to calculate the actual height off the ground. This work builds on the previous activity and builds toward transformations of trigonometric functions, which will be used in future lessons.
While approximate answers are acceptable and can be easier to think about than an expression with sine in it, encourage students to write out the exact value for the heights using sine. This practice will help in the future when students write and algebraically transform equations for trigonometric functions.
Digital
Launch
If students have access to devices that can run a GeoGebra applet, suggest that the Unit Circle Slider applet might be a helpful tool in this activity. Consider demonstrating how to use the applet. The slider works to change the angle that the given segment creates with the positive
\(x\)
-axis. The displayed coordinates indicate the coordinates of the intersection point of the line segment with the unit circle.
Display the image of the Ferris wheel for all to see. Have students estimate the height of each position as the Ferris wheel moves counterclockwise. In the activity, they will precisely calculate the value.
\(\frac \pi {12}\)
radians
\(\frac \pi 2\)
radians
\(\frac {5\pi}6\)
radians
\(\frac {5\pi}3\)
radians
Reading: MLR6 Three Reads.
Use this routine to support reading comprehension, without solving, for students. Use the first read to orient students to the situation. Ask students to describe what the situation is about without using numbers (A Ferris wheel with point
\(P\)
on the circle). After the second read, students list any quantities that can be counted or measured, without focusing on specific values (the distance off of the ground, the radius, and the angle of rotation in radians). After the third read, ask students to brainstorm possible strategies to answer the questions. This helps students connect the language in the word problem and the reasoning needed to solve the problem while keeping the cognitive demand of the task.
Design Principle: Support sense-making
Student Facing
The center of a Ferris wheel is 40 feet off the ground, and the radius of the Ferris wheel is 30 feet. Point
\(P\)
is shown at 0 radians.
[IMG]
​​​​​​
Calculate how high off the ground point
\(P\)
is as the Ferris wheel rotates counterclockwise starting from 0 radians.
\(\frac \pi {12}\)
radians
\(\frac \pi 2\)
radians
\(\frac {5\pi}6\)
radians
\(\frac {5\pi}3\)
radians
As you go around on the Ferris wheel, at which position(s) would you be 60 feet off the ground? Explain your reasoning.
You may use this applet if you choose.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
A Unit Circle Slider applet is available in the digital version of this activity.
Arrange students in groups of 2. Display the image of the Ferris wheel for all to see. Tell them the center of the wheel is 40 feet high and it has a radius of 30 feet. Ask students to give a rough estimate for these questions:
“How high off the ground will point
\(P\)
be after the wheel rotates
\(\frac \pi {12}\)
radians?” (That is a small rotation, so around 50 feet.)
“How high off the ground will point
\(P\)
be after the wheel rotates
\(\frac \pi {2}\)
radians?” (That’s a quarter turn, so
\(P\)
will be at the top, which is a height of 70 feet.)
Give students quiet work time to complete the actual calculations needed for the first question and then time to share their work with a partner before completing the rest of the activity.
Reading: MLR6 Three Reads.
Use this routine to support reading comprehension, without solving, for students. Use the first read to orient students to the situation. Ask students to describe what the situation is about without using numbers (A Ferris wheel with point
\(P\)
on the circle). After the second read, students list any quantities that can be counted or measured, without focusing on specific values (the distance off of the ground, the radius, and the angle of rotation in radians). After the third read, ask students to brainstorm possible strategies to answer the questions. This helps students connect the language in the word problem and the reasoning needed to solve the problem while keeping the cognitive demand of the task.
Design Principle: Support sense-making
Action and Expression: Internalize Executive Functions.
Provide students with a two-column table to organize the given angles of rotation (in radians) and corresponding height off the ground (in feet). The table will also provide a visual support for students to write out exact values using sine.
Supports accessibility for: Language; Organization
Student Facing
The center of a Ferris wheel is 40 feet off of the ground, and the radius of the Ferris wheel is 30 feet. Point
\(P\)
is shown at 0 radians.
[IMG]
Calculate how high off the ground point
\(P\)
is as the Ferris wheel rotates counterclockwise starting from 0 radians.
\(\frac \pi {12}\)
radians
\(\frac \pi 2\)
radians
\(\frac {5\pi}6\)
radians
\(\frac {5\pi}3\)
radians
As
\(P\)
goes around on the Ferris wheel, estimate which angle(s) of rotation put
\(P\)
60 feet off the ground. 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.
Anticipated Misconceptions
For students having difficulty figuring out different rotations or heights on the Ferris wheel, suggest that they add more labels to the diagram, such as some of the known heights.
Activity Synthesis
Begin the discussion by asking, “Would you ever be 75 feet off the ground? Explain your reasoning.” (No, the highest you would ever be is 70 feet, which is directly above the center of the Ferris wheel rotated
\(\frac \pi 2\)
radians from 0 radians.)
Invite students to share how they estimated the angles of rotation that put
\(P\)
60 feet off the ground. Highlight students who:
labeled the diagram of the Ferris wheel in order to identify that there are 2 angles, one in quadrant 1 and one in quadrant 2
used the unit circle display to identify angles where the value of sine is close to
\(\frac{2}{3}\)
, since 60 feet is 20 feet higher than the center and 20 feet is
\(\frac{2}{3}\)
the radius of the wheel
wrote an equation to represent the situation, such as
\(60=40 + 30 \sin(\theta)\)
For any of these methods that were not used, ask students to consider them now. A key point here is recognizing that the angle needed is one where
\(\frac23\)
the length of the radius is added to the height of the center of the wheel.


correct_option_index: 0

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