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: Apply and extend previous understandings of numbers to the system of rational numbers.

Perform arithmetic operations with complex numbers.

Use properties of rational and irrational numbers.

Extend the properties of exponents to rational exponents.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Compute fluently with multi-digit numbers and find common factors and multiples.

Reason quantitatively and use units to solve problems.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Represent complex numbers and their operations on the complex plane.

Represent and model with vector quantities.

Perform operations on vectors.

Use complex numbers in polynomial identities and equations.

Perform operations on matrices and use matrices in applications.
problem_activity: Optional activity
If students investigated the answers to their questions in the previous activity, they need access to their findings. They can either work with the questions generated by their group, or everyone can work from a master list of questions compiled by the teacher.
If students have access to a spreadsheet program, they can use it to find the results (MP5). Students need to communicate their findings clearly in graphical displays (MP6). They can choose to illustrate all or some of the questions in their graphical displays. Encourage the students to be creative with their displays. For example, if students are examining the question “How many people would live on each continent?” they might sketch the continents and place stick figures on the continents to represent the class. They might also draw a bar graph showing the same information in a different way.
Launch
Students work in same groups of 2–4 from previous activity. Provide access to four-function calculators. If students are doing their own research, provide access to internet-enabled devices. If conducting a gallery walk at the end, provide access to tools for making a visual display.
To give students a sense of the magnitude of the world versus the classroom, consider zooming in from Earth to North America, the United States, your state, your city, and finally your school.
Invite students to work on the question or questions that are of most interest to them either from their own group work on from the compiled list.
Action and Expression: Internalize Executive Functions.
To support development of organizational skills, check in with students within the first 2–3 minutes of work time. Check to make sure students are beginning to choose characteristics about the world’s population that are available to find, and that they can calculate percentages for the class for those characteristics.
Supports accessibility for: Memory; Organization
Student Facing
Suppose your class represents all the people in the world.
Choose several characteristics about the world’s population that you have investigated. Find the number of students in
your
class that would have the same characteristics.
Create a visual display that includes a diagram that represents this information. Give your display the title “If Our Class Were the World.”
Student Response
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Anticipated Misconceptions
Students may struggle with the difficult numbers for the percent of the world population with different characteristics. For example, there are about 1.2 billion people living in Africa. Ask them  to calculate
\(1.2 \div 7.4 \approx 0.162\)
. "What percent of the world population this is?" (16%). "If our class were the world, then about 16% of the class would live in Africa.  So how many students in our class would live in Africa?" (Since 16% of 25 is 4, that means that 4 students in our class would live in Africa.)
In some cases, there might be two acceptable answers to how many students in our class have a certain characteristic. About 10% of the world population is in Europe. For our class, we could have 2 students (8%) or 3 students (12%) that are in Europe. Either one is an acceptable answer. Make sure that students understand that 2.5 (10% of 25) is not a reasonable answer.
Activity Synthesis
Invite groups to share their displays. Consider doing a gallery walk and asking:
Were you surprised by any of your findings?
In what ways is the class actually representative of the world? (possibly gender distribution, religious adherence, etc.)
In what ways is it not? (age, place of residence, access to clean water, etc.)
Make sure to highlight the fact that having a small class limits the percentages that are possible. This can make deciding how many students in the class have a particular characteristic difficult. Consider asking:
What percentages are possible for students in the class? (0, 4, 8, . . . multiples of 4 up to 100)
There are 1 billion people living in the Americas. That’s a little more than 13.5% of the world population. If our class was the world, how many students in our class would be from the Americas? (3 students would be 12%, and 4 would be 16%. So 3 students is as close as we can get.)


correct_option_index: 6