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

Represent and solve equations and inequalities graphically.

Interpret the structure of expressions.

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

Solve systems of equations.

Use properties of operations to generate equivalent expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Multiply and divide within 100.

Solve equations and inequalities in one variable.

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

Rewrite rational expressions.

Generate and analyze patterns.

Understand the relationship between zeros and factors of polynomials.

Add and subtract within 20.

Use the four operations with whole numbers to solve problems.

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

Write expressions in equivalent forms to solve problems.

Perform arithmetic operations on polynomials.

Work with radicals and integer exponents.

Represent and solve problems involving multiplication and division.

Write and interpret numerical expressions.

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

Use polynomial identities to solve problems.

Create equations that describe numbers or relationships

Reason about and solve one-variable equations and inequalities.

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

Analyze patterns and relationships.

Represent and solve problems involving addition and subtraction.

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

Gain familiarity with factors and multiples.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with addition and subtraction equations.

Understand the connections between proportional relationships, lines, and linear equations.
problem_activity: Narrative
In this activity, students are given expressions that represent strategies for finding the area of rectangles. The strategies are based on the distributive property and the associative property of multiplication. Students interpret the expressions by marking or shading area diagrams and connect each expression to the product of two factors (MP2). For instance, they see that to find the value of
\(2 \times (2 \times 6)\)
is to find the value of
\(4 \times 6\)
or
\(6 \times 4\)
.
MLR8 Discussion Supports:
Synthesis: Create a visual display of the diagrams. As students share their strategies, annotate the display to illustrate connections. For example, trace the area showing 5 columns of 3, and write
\(5 \times 3\)
.
Advances: Speaking, Representing
Engagement: Provide Access by Recruiting Interest.
Leverage choice around perceived challenge. Invite students to select at least 2 of the 3 problems to complete.
Supports accessibility for: Organization, Attention, Social-emotional skills
Required Materials
Materials to Gather
Colored pencils, crayons, or markers
Launch
Groups of 2
“Take a minute to read the directions of the activity. Then, talk to your partner about what you are asked to do.”
1 minute: quiet think time
1 minute: partner discussion
Answer any clarifying questions from students.
Give students access to colored pencils, crayons, or markers.
Activity
“Mark or shade each diagram to represent how each student found the area.”
3–5 minutes: independent work time
“Share with your partner how you used the rectangles to show each expression.”
3–5 minutes: partner discussion
Student Facing
Here are some rectangles and expressions that show how three students saw the area of the rectangles.
Noah
[IMG]
\((5\times 3)+(2 \times 3)\)
Priya
[IMG]
\(2 \times (2 \times 6)\)
Tyler
[IMG]
\((5 \times 8) + (3 \times 8)\)
For each rectangle:
Name the two factors that can be multiplied to find its area.
Mark or shade each rectangle to show how each student saw the area. Be prepared to 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.
Activity Synthesis
“What are the two factors you can multiply to find the area of Noah’s rectangle?” (7 and 3)
“How are those numbers related to the expression that he wrote:
\((5\times 3)+(2 \times 3)\)
?”  (
\(7 \times 3\)
is 21. Finding
\(5\times3\)
, which is 15, then adding
\(2\times3\)
, which is 6, also gives 21.)
“Where do you see the two factors in his expression?” (The 7 is 5 and 2 combined. The 3 is in the
\(5 \times 3\)
and
\(2 \times 3\)
.)
Repeat the line of questioning with Priya’s rectangle and expression.


correct_option_index: 7