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:
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
$$-\frac{1}{4}$$


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Your response:
B

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


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Your response:
B

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

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Recognize and represent proportional relationships between quantities.
problem_activity: Activity
This activity gives students the opportunity to see that an estimate of the probability for an event should be close to what is expected from the exact probability in the long-run; however, the outcome for a chance event is not guaranteed and estimates of the probability for an event using short-term results will not usually match the actual probability exactly (MP6).
Launch
Tell students that the probability of a coin landing heads up after a flip is
\(\frac{1}{2}\)
.
Give students 5 minutes of quiet work time followed by a whole-class discussion.
Student Facing
For each situation, do you think the result is surprising or not? Is it possible? Be prepared to explain your reasoning.
You flip the coin once, and it lands heads up.
You flip the coin twice, and it lands heads up both times.
You flip the coin 100 times, and it lands heads up all 100 times.
If you flip the coin 100 times, how many times would you expect the coin to land heads up? Explain your reasoning.
If you flip the coin 100 times, what are some other results that would not be surprising?
You’ve flipped the coin 3 times, and it has come up heads once. The cumulative fraction of heads is currently
\(\frac{1}{3}\)
. If you flip the coin one more time, will it land heads up to make the cumulative fraction
\(\frac{2}{4}\)
?
Student Response
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Activity Synthesis
The purpose of the discussion is for students to recognize that the actual results from repeating an experiment should be close to the expected probability, but may not match exactly.
For the first problem, ask students to indicate whether or not they think each result seems surprising. For the second and third questions, select several students to provide answers and display for all to see, then create a range of values that might not be surprising based on student responses. Ask the class if they agree with this range or to provide a reason the range is too large. It is not important for the class to get exact values, but a general agreement should arise that
some
range of values makes sense so that there does not need to be exactly 50 heads from the 100 flips.
An interesting problem in statistics is trying to define when things get "surprising." Flipping a fair coin 100 times and getting 55 heads should not be surprising, but getting either 5 or 95 heads probably is. (Although there is not a definite answer for this, a deeper study of statistics using additional concepts in high school or college can provide more information to help choose a good range of values.)
Explain that a probability represents the expected likelihood of an event occurring for a single trial of an experiment. Regardless of what has come before, each coin flip should still be equally likely to lands heads up as tails up.
As another example: A basketball player who tends to make 75% of his free throw shots will probably make about
\(\frac{3}{4}\)
of the free throws he attempts, but there is no guarantee he will make any individual shot even if he has missed a few in a row.
Conversing, Reading: MLR2 Collect and Display.
As students share whether each result is surprising or not, write down the words and phrases students use to explain their reasoning. Listen for students who state that the actual results from repeating an experiment should be close to the expected probability. As students review the language collected in the visual display, encourage students to revise and improve how ideas are communicated. For example, a phrase such as: “If you flip a coin 100 times, it is impossible for the coin to land heads up all 100 times” can be improved with the phrase “If you flip a coin 100 times, it is very unlikely for the coin to land heads up all 100 times, but it is possible.” This routine will provide feedback to students in a way that supports sense-making while simultaneously increasing meta-awareness of language.
Design Principle(s): Support sense-making; Maximize meta-awareness


correct_option_index: 0

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