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: Recognize and represent proportional relationships between quantities.

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.
problem_activity: Optional activity
This info gap activity uses a quality control situation working with percent error. It is very common that products in a factory are checked to make sure that they meet certain specifications. In this case the odometer of a car is tested and the amount of liquid in a bottle that is automatically filled is checked. It makes sense that the decision should be based on percent error and not on absolute error.
The info gap structure requires students to make sense of problems by determining what information is necessary, and then to ask for information they need to solve it. This may take several rounds of discussion if their first requests do not yield the information they need (MP1). It also allows them to refine the language they use and ask increasingly more precise questions until they get the information they need (MP6).
Here is the text of the cards for reference and planning:
[IMG]
Launch
Provide access to calculators. Tell students they will continue to work with percent errors in realistic scenarios. Explain the Info Gap structure and consider demonstrating the protocol if students are unfamiliar with it. There are step-by-step instructions in the student task statement.
Arrange students in groups of 2. In each group, distribute a problem card to one student and a data card to the other student. After you review their work on the first problem, give them the cards for a second problem and instruct them to switch roles.
Engagement: Develop Effort and Persistence.
Display or provide students with a physical copy of the written directions. Check for understanding by inviting students to rephrase directions in their own words. Keep the display of directions visible throughout the activity.
Supports accessibility for: Memory; Organization
Conversing
: This activity uses MLR4 Information Gap to give students a purpose for discussing information necessary to solve problems involving percent error. Display questions or question starters for students who need a starting point such as: “Can you tell me . . . (specific piece of information)”, and “Why do you need to know . . . (that piece of information)?"
Design Principle(s): Cultivate Conversation
Student Facing
Your teacher will give you either a
problem card
or a
data card
. Do not show or read your card to your partner.
If your teacher gives you the
problem card
:
Silently read your card and think about what information you need to be able to answer the question.
Ask your partner for the specific information that you need.
Explain how you are using the information to solve the problem.
Continue to ask questions until you have enough information to solve the problem.
Share the
problem card
and solve the problem independently.
Read the
data card
and discuss your reasoning.
If your teacher gives you the
data card
:
Silently read your card.
Ask your partner
“What specific information do you need?”
and wait for them to
ask
for information.
If your partner asks for information that is not on the card, do not do the calculations for them. Tell them you don’t have that information.
Before sharing the information, ask “
Why do you need that information?
” Listen to your partner’s reasoning and ask clarifying questions.
Read the
problem card
and solve the problem independently.
Share the
data card
and discuss your reasoning.
Pause here so your teacher can review your work. Ask your teacher for a new set of cards and repeat the activity, trading roles with your partner.
Student Response
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Activity Synthesis
The purpose of the discussion is to recognize what information is needed when dealing with tolerances based on percent error.
After students have completed their work, share the correct answers and ask students to discuss the different ways they solved this problem. Some guiding questions:
"What information did you and your partner have to figure out?"
"What different calculations did you have to make for the two situations?"
"Why might a car manufacturer not want to sell a car that shows a speed lower than what the car is actually going?" (It could be dangerous for the driver if they think they are going slower than they actually are. They are also more prone to getting speeding tickets if they think they are going under the speed limit based on the speedometer, but are actually going faster.)
"Why might a juice manufacturer not want to have too much more juice in the bottle than it says on the label?" (If too many bottles are overfilled, the company may be losing money by giving away extra juice without charging the customer more.)
Conversing:
This activity uses MLR4 Information Gap to give students a purpose for discussing information necessary to solve problems involving equivalent ratios.
Design Principle(s): Cultivate Conversation


correct_option_index: 2