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: Analyze proportional relationships and use them to solve real-world and mathematical problems.

Understand ratio concepts and use ratio reasoning to solve problems.
problem_activity: Optional activity
In this activity, students measure lengths and determine possibilities for actual lengths. There are two layers of attending to precision (MP6) involved in this task:
Deciding how accurately the pencils can be measured, probably to the nearest mm or to the nearest 2 mm, but this depends on the eyesight and confidence of the student
Finding the possible percent error in the measurement chosen
Launch
Arrange students in groups of 2. Provide access to calculators. Give students 4–5 minutes of quiet work time, followed by partner and whole-class discussion.
Writing, Speaking: MLR8 Discussion Supports.
To support students as they respond to “How accurate are your estimates?”, provide a sentence frame such as: “My estimate is within ___ mm of the actual length because . . . ." Encourage students to consider what details are important to share and to think about how they will explain their reasoning using mathematical language. This will help students use mathematical language as they justify the accuracy of their estimates.
Design Principle(s): Optimize output (for explanation)
Student Facing
[IMG]
Estimate the length of each pencil.
How accurate are your estimates?
For each estimate, what is the largest possible percent error?
Student Response
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Anticipated Misconceptions
Some students may think that they can find an exact value for the length of each pencil. Because the pictures of the pencils are far enough away from the ruler, it requires a lot of care just to identify the “nearest” millimeter (or which two millimeter markings the length lies between). Prompt them to consider the error in their measurements by asking questions like, “Assuming you measured the pencil accurately to the nearest millimeter, what is the longest the actual length of the pencil could be? What is the shortest it could be?”
Some students may not remember how to calculate percent error. Ask them, “What is the biggest difference possible between the estimated and actual lengths? What percentage of the actual length would that be when the difference is as big as possible?”
Activity Synthesis
The goal of this discussion is for students to practice how they talk about precision.
Discussion questions include:
“How did you decide how accurately you can measure the pencils?” (I looked for a value that I was certain was less than the length of the pencil and a value that I was certain was bigger. My estimate was halfway in between.)
“Were you sure which mm measurement the length is closest to?” (Answers vary. Possible responses: Yes, I could tell that the short pencil is closest to 5.4 cm. No, the long pencil looks to be closest to 17.7 mm, but I’m not sure. I am sure it is between 17.6 cm and 17.8 cm.)
“Were the percent errors the same for the small pencil and for the long pencil? Why or why not?” (No. I was able to measure each pencil to within 1 mm. This is a
smaller
percentage of the longer pencil length than it is of the smaller pencil length.)
Other possible topics of conversation include noting that the level of accuracy of a measurement depends on the measuring device. If the ruler were marked in sixteenths of an inch, we would only be able to measure to the nearest sixteenth of an inch. If it were only marked in cm, we would only be able to measure to the nearest cm.


correct_option_index: 0