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: Define trigonometric ratios and solve problems involving right triangles.

Reason with shapes and their attributes.

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

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

Experiment with transformations in the plane.

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

Make geometric constructions.

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

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

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Prove theorems involving similarity.

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

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

Apply geometric concepts in modeling situations.

Find arc lengths and areas of sectors of circles.

Prove geometric theorems.

Apply trigonometry to general triangles.

Use coordinates to prove simple geometric theorems algebraically.

Understand and apply the Pythagorean Theorem.

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

Understand and apply theorems about circles.

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

Understand congruence in terms of rigid motions.

Explain volume formulas and use them to solve problems.

Analyze, compare, create, and compose shapes.

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

Understand similarity in terms of similarity transformations.
problem_activity: Activity
The purpose of this task is for students to use the Pythagorean Theorem to calculate which rectangular prism has the longer diagonal length. To complete the activity, students will need to picture or sketch the right triangles necessary to calculate the diagonal length.
Identify groups using well-organized strategies to calculate the diagonals. For example, for Prism K some groups may draw in the diagonal on the bottom face of the cube and label it with an unknown variable, such as
\(s\)
, to set up the calculation for the diagonal as
\(\sqrt{6^2+s^2}\)
. Students would then know that to finish this calculation, they would need to find the value of
\(s\)
, which is can be done using the edge lengths of the face of the prism
\(s\)
is drawn on.
The idea that the Pythagorean Theorem might be applied several times in order to find a missing length is taken even further in the extension, where students can apply it over a dozen times, hopefully noticing some repeated reasoning along the way, in order to find the last length.
Launch
Arrange students in groups of 2. Provide access to calculators. Ask students to read and consider the first problem and then give a signal when they have done so. If possible, use an actual rectangular prism, such as a small box, to help students understand what length the diagonal shows in the image. Once students understand what the first problem is asking, poll the class to see which prism they think has the longer diagonal and post the results of the poll for all to see. Select 2–3 students to share why they chose the prism they did. The conversation should illuminate a few key points: Prism K has one edge with length 6 units, which is longer than any of the edges of Prism L, but it also has a side of length 4 units, which is shorter than any of the edges of Prism L. Prism K also has a smaller volume than Prism L.
Give 1 minute of quiet think time for students to brainstorm how they will calculate the lengths of each diagonal. Ask partners to discuss their strategies before starting their calculations. Follow with a whole-class discussion.
Representation: Internalize Comprehension.
Provide access to 3-D models of rectangular prisms (for example, a tissue box) for students to view or manipulate. Use color coding to highlight and make connections between corresponding parts.
Supports accessibility for: Visual-spatial processing; Conceptual processing
Conversing, Writing: MLR5 Co-Craft Questions.
Before revealing the questions in this activity, display only the image of the rectangular prisms. Invite students to work with a partner to write mathematical questions that could be asked about the prisms. Select 1–2 groups to share their questions with the class. Listen for and amplify questions about the lengths of the diagonals. For example, “What is the length of the diagonal of Prism
\(K\)
?” and “Which rectangular prism has the longer diagonal length?” If no student asks these questions, ask students to adapt a question to align with the learning goals of this lesson. Then reveal and ask students to work on the actual questions of the task. This routine will help develop students’ meta-awareness of language as they generate questions about calculating the diagonal length of a rectangular prism.
Design Principle(s): Maximize meta-awareness
Student Facing
Here are two rectangular prisms:
[IMG]
Which figure do you think has the longer diagonal? Note that the figures are not drawn to scale.
Calculate the lengths of both diagonals. Which one is actually longer?
Student Response
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Activity Synthesis
Ask groups to share how they calculated the diagonal of one of the rectangular prisms. Display the figures in the activity for all to see and label the them while groups share.
If time allows and no groups pointed out how the diagonal length of the rectangular prisms are the square root of the sum of the squares of the three edge lengths, use Prism K and the calculations students shared to do so. For example, to calculate the diagonal of Prism K, students would have to calculate
\(\sqrt{6^2+\left(\sqrt{41}\right)^2}\)
, but
\(\sqrt{41}\)
is from
\(\sqrt{5^2+4^2}\)
which means the diagonal length is really
\(\sqrt{6^2+5^2+4^2}\)
since
\(\sqrt{6^2+\left(\sqrt{41}\right)^2}=\sqrt{6^2+\left(\sqrt{5^2+4^2}\right)^2}=\sqrt{6^2+5^2+4^2}\)
. So, for a rectangular prism with sides
\(d\)
,
\(e\)
, and
\(f\)
, the length of the diagonal of the prism is just
\(\sqrt{d^2+e^2+f^2}\)
.


correct_option_index: 18