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: Perform operations on matrices and use matrices in applications.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Extend the properties of exponents to rational exponents.

Use properties of rational and irrational numbers.

Compute fluently with multi-digit numbers and find common factors and multiples.

Reason quantitatively and use units to solve problems.

Apply and extend previous understandings of numbers to the system of rational numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Represent and model with vector quantities.

Represent complex numbers and their operations on the complex plane.

Perform arithmetic operations with complex numbers.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Use complex numbers in polynomial identities and equations.

Perform operations on vectors.
problem_activity: Activity
Students have learned several effective methods to divide a whole number by a whole number, including cases when there is a remainder. The goal of this task is to introduce a method for dividing a decimal number by a whole number. Students notice that the steps in the division process are the same as when dividing a whole number by a whole number, whether the division is done with base-ten diagrams, as in this task, or using partial quotients or the division algorithm as in future tasks. Here, students need to think even more carefully about place value and where the decimal point goes in the quotient.
Throughout this activity, students rely on their understanding of equivalent expressions to interpret the unbundling in Elena’s process. For example, to unbundle a one into ten tenths means going between the expressions 1 and
\(0.1+0.1+0.1+0.1+0.1+0.1+0.1+0.1+0.1+0.1\)
.
Launch
Give students 1–2 minutes of quiet think time for students to analyze Elena’s work. Pause and discuss with the whole class. Select a couple of students to share their analyses of what Elena had done to divide a decimal by a whole number. Then, give students 8–9 minutes to complete the questions and follow with a whole-class discussion.
Student Facing
To find
\(53.8 \div 4\)
using diagrams, Elena began by representing 53.8.
[IMG]
She placed 1 ten into each group, unbundled the remaining 1 ten into 10 ones, and went on distributing the units.
This diagram shows Elena’s initial placement of the units and the unbundling of 1 ten.
[IMG]
Complete the diagram by continuing the division process. How would you use the available units to make 4 equal groups?
As the units get placed into groups, show them accordingly and cross out those pieces from the bottom. If you unbundle a unit, draw the resulting pieces.
What value did you find for
\(53.8 \div 4\)
? Be prepared to explain your reasoning.
Use long division to find
\(53.8 \div 4\)
. Check your answer by multiplying it by the divisor 4.
Use long division to find
\(77.4 \div 5\)
. If you get stuck, you can draw diagrams or use another method.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
A distant, magical land uses jewels for their bartering system. The jewels are valued and ranked in order of their rarity. Each jewel is worth 3 times the jewel immediately below it in the ranking. The ranking is red, orange, yellow, green, blue, indigo, and violet. So a red jewel is worth 3 orange jewels, a green jewel is worth 3 blue jewels, and so on.
A group of 4 craftsmen are paid 1 of each jewel. If they split the jewels evenly amongst themselves, which jewels does each craftsman get?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may stop dividing when they reach a remainder rather than unbundling the remainder into smaller units. Remind them that they can continue to divide the remainder by unbundling and to refer to Elena’s worked-out example or those from earlier lessons, if needed.
Activity Synthesis
Ask a student or two to display and explain their work. Ask if others performed the division the same way and if there are disagreements.
Then, focus the discussion on the connections between a division problem with a whole-number dividend (such as
\(62 \div 5\)
) and that with a decimal dividend (such as
\(53.8 \div 4\)
). Discuss:
How is the division problem
\(53.8 \div 4\)
similar to
\(62 \div 5\)
from a previous lesson?
In both problems, when we get to the final place value (tenths for
\(53.8 \div 4\)
and one for
\(62 \div 5\)
), there is still a remainder.
In both problems, to complete the division and find the quotient we need to introduce a new place value (hundredths for
\(53.8 \div 4\)
, and tenths for
\(62 \div 5\)
).
We have to unbundle at every step in both division problems.
How is the division problem
\(53.8 \div 4\)
different to
\(62 \div 5\)
from a previous lesson?
There is already a decimal in
\(53.8\)
: we had to write the decimal point for
\(62 \div 5\)
.
The quotient
\(53.8 \div 4\)
goes to the hundredths place, so there is an extra step and an additional place value.
If we were to rewrite
\(62 \div 5\)
as
\(62.0 \div 5\)
(which is what is needed in order to complete the division), then the two division problems look similar. The biggest difference between
\(53.8 \div 4\)
and
\(62 \div 5\)
is that the former problem has an answer in the hundredths while the answer to the latter only has tenths.
Representing, Speaking, Listening: MLR2 Collect and Display.
As students discuss how the division problem
\(53.8÷4\)
is related to
\(62÷5\)
from a previous lesson, create a two-column display with “similarities” and “differences” for the headers. Circulate through the groups and record student language in the appropriate column. Look for phrases such as “whole-number dividend,” “decimal dividend,” and “place value.” This will help students compare and contrast different types of division problems by recognizing the structure of the numbers.
Design Principle(s): Support sense-making; Maximize meta-awareness


correct_option_index: 4