few_shots: Example 1:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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:
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} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
F

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?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Your response:
G

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
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options: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Understand and apply the Pythagorean Theorem.

Apply geometric concepts in modeling situations.

Make geometric constructions.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Analyze, compare, create, and compose shapes.

Find arc lengths and areas of sectors of circles.

Explain volume formulas and use them to solve problems.

Classify two-dimensional figures into categories based on their properties.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Define trigonometric ratios and solve problems involving right triangles.

Solve real-world and mathematical problems involving area, surface area, and volume.

Understand similarity in terms of similarity transformations.

Prove geometric theorems.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Understand and apply theorems about circles.

Apply trigonometry to general triangles.

Understand congruence in terms of rigid motions.

Reason with shapes and their attributes.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Translate between the geometric description and the equation for a conic section.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Visualize relationships between two-dimensional and three-dimensional objects.

Experiment with transformations in the plane.

Prove theorems involving similarity.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Use coordinates to prove simple geometric theorems algebraically.
problem_activity: Optional activity
In this activity, students are building skills that will help them in mathematical modeling (MP4). Asking students to request needed information invites them to identify their variables and helps students recall how much information is needed to determine a scale factor and apply it to a known distance to find the scaled distance. This activity also allows students to practice calculating proportional relationships in a scale drawing. Monitor for students who:
calculate using the equivalent ratios
\(\frac{\text{Earth’s scaled diameter}}{\text{Earth’s actual diameter}}=\frac{\text{planet’s scaled diameter}}{\text{planet’s actual diameter}}\)
calculate using the equivalent ratios
\(\frac{\text{Earth’s scaled diameter}}{\text{planet’s scaled diameter}}=\frac{\text{Earth’s actual diameter}}{\text{planet’s actual diameter}}\)
find a unit rate and scale up or down
calculate by finding a scale factor and multiplying their planet’s actual diameter by that scale factor
Making spreadsheet technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Tell students they will be making a scale drawing of the solar system, with accurately scaled sizes and distances from Earth for each planet. Display a circle with 2 cm diameter and explain that it will represent Earth. Show students where the class will (attempt to) display the scale drawing of the solar system. Explain that each group will be assigned a planet to draw and add to the scale drawing, at the appropriate distance.
Arrange students in groups of 3. Assign each group a planet. If there aren't enough groups to do all the planets pick some planets that are smaller than Earth and some that are larger than Earth. It is also fine to have multiple groups work on the same planet.
Pause the class after students have determined what information they need. Ask groups what information they need. Display the table and tell students this should be enough to figure out all the information they asked for. Note that any reference to the distance from a planet to Earth assumes that all planets are aligned perfectly in a line in order of orbital distance to the Sun.
| planet  | average diameter (km) | average orbit radius (km) |
|---------|-----------------------|---------------------------|
| Mercury |                       |                           |
|  Venus  |                       |                           |
|  Earth  |                       |                           |
|  Mars   |                       |                           |
| Jupiter |                       |                           |
| Saturn  |                       |                           |
| Uranus  |                       |                           |
| Neptune |                       |                           |
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Prior to the whole-class discussion, invite students to share their work with a partner. Display sentence frames to support student conversation such as: “First, I _____ because . . .”, “I noticed_____ so I . . .”, “Why did you . . .?”
Supports accessibility for: Language; Social-emotional skills
Student Facing
The class is going to make a scale drawing of the planets in the solar system and their distances from Earth. Your teacher will assign you a planet to draw and place on the scale drawing. A circle with a diameter of 2 cm represents Earth.
What information do you need in order to draw your planet and place it accurately on the class’s scale drawing?
Your teacher will give you some information. Record the information here. Calculate any additional information you need.
Draw the scale drawing of your planet on a separate sheet of blank paper. Label it with measurements. When you’re finished, place it the correct distance from Earth on the class’s scale drawing.
You probably weren’t able to place your planet the correct scaled distance from Earth. Why not?
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?
What has the greater quotient: the radius of Earth compared to the Sun or the radius of the Sun compared to the radius of the star Betelgeuse?
If a circle of radius 6 cm represents the star Betelgeuse, how large would the Sun be? How large would the earth be?
Draw the scale drawing of the Sun and Earth, or explain why you can't.
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
If students struggle to use the information about orbital radius to find the planet’s distance from Earth encourage them to sketch the situation and label the information they know. (Image not to scale.)
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Activity Synthesis
The key point of this discussion is to make sure students recall methods for finding unknown values in proportional relationships, and understand that the measurements in the scale drawing must all be scaled by the same scale factor.
Invite multiple students to share the calculations they did to find the size of their planet, given Earth’s scaled and actual size. First, select students to share who calculated using the equivalent ratios
\(\frac{\text{Earth’s scaled diameter}}{\text{Earth’s actual diameter}}=\frac{\text{planet’s scaled diameter}}{\text{planet’s actual diameter}}\)
or
\(\frac{\text{Earth’s scaled diameter}}{\text{planet’s scaled diameter}}=\frac{\text{Earth’s actual diameter}}{\text{planet’s actual diameter}}\)
. Next, select students to share who calculated by finding a scale factor or unit rate. Invite students to share how the scale factor is included in all the calculations. (The quotients in the equivalent ratios are the same as the scale factor.)
Ask students:
What units are your answers in? (Scaled values are in cm, actual values are in km.)
Why didn't you need to convert from kilometers to centimeters? (The scale factor includes the units already.)
How many times bigger is Earth than our 2 cm model? (A scale of
\(2 \text{ cm}:12,\!756 \text{ km}\)
is equivalent to a scale of
\(1 \text{ cm}:6,\!378 \text{ km}\)
which is equivalent to a scale of
\(1 \text{ cm}:637,\!800,\!000 \text{ cm}\)
. So it's 637,800,000 times bigger!)
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. As students share their strategies for calculating the size of their planet, ask students to restate what they heard using precise mathematical language. Consider providing students time to restate what they hear to a partner before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students’ attention to any words that helped clarify the original explanation, such as “ratio,” “scale factor,” “scaled diameter,” and “actual diameter.” This provides more students with an opportunity to produce language as they interpret the reasoning of others.
Design Principle(s): Support sense-making


correct_option_index: 2