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: Work with radicals and integer exponents.

Solve equations and inequalities in one variable.

Work with equal groups of objects to gain foundations for multiplication.

Understand and apply properties of operations and the relationship between addition and subtraction.

Rewrite rational expressions.

Use properties of operations to generate equivalent expressions.

Interpret the structure of expressions.

Add and subtract within 20.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Understand the relationship between zeros and factors of polynomials.

Multiply and divide within 100.

Write expressions in equivalent forms to solve problems.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Solve systems of equations.

Generate and analyze patterns.

Use the four operations with whole numbers to solve problems.

Use polynomial identities to solve problems.

Perform arithmetic operations on polynomials.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Represent and analyze quantitative relationships between dependent and independent variables.

Analyze patterns and relationships.

Understand solving equations as a process of reasoning and explain the reasoning.

Understand properties of multiplication and the relationship between multiplication and division.

Work with addition and subtraction equations.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Represent and solve equations and inequalities graphically.

Represent and solve problems involving multiplication and division.

Reason about and solve one-variable equations and inequalities.

Understand the connections between proportional relationships, lines, and linear equations.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Create equations that describe numbers or relationships

Represent and solve problems involving addition and subtraction.

Gain familiarity with factors and multiples.

Write and interpret numerical expressions.
problem_activity: Activity
In this activity students continue the work of generating equivalent expressions as they decide where to place a set of parentheses and explore how that placement affects the expressions.
Launch
Arrange students in groups of 2. Tell students to first complete both questions independently. Then, trade one of their expressions with their partner. The partner’s job is to decide whether the new expression is equivalent to the original or not, and explain how they know.
Student Facing
Diego was taking a math quiz. There was a question on the quiz that had the expression
\(8x - 9 - 12x + 5\)
. Diego’s teacher told the class there was a typo and the expression was supposed to have one set of parentheses in it.
Where could you put parentheses in
\(8x - 9 - 12x + 5\)
to make a new expression that is still equivalent to the original expression? How do you know that your new expression is equivalent?
Where could you put parentheses in
\(8x - 9 - 12x + 5\)
to make a new expression that is not equivalent to the original expression? List as many different answers as you can.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Anticipated Misconceptions
Students may not realize that they can break up a term and place a parentheses, for example, between the 8 and
\(x\)
in the term
\(8x\)
. Clarify that they may place the parentheses anywhere in the expression.
Activity Synthesis
Questions for discussion:
“How can you write the original expression in different ways with fewer terms?” (
\(\text-4x-4\)
,
\(\text-4(x+1)\)
,
\(4(-x-1)\)
)
“Where did you place the parentheses to create an equivalent expression?”
“Share other ways you placed parentheses and the resulting expression with fewer terms.”
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary.  Include the following terms and maintain the display for reference throughout the unit: parenthesis. The display should include examples of how to create equivalent expressions using parentheses by breaking up the components. Be sure to emphasize how the placement of the parentheses affects the expression.
Supports accessibility for: Memory; Language
Speaking, Writing: MLR8 Discussion Supports.
When students interpret the new expression they receive, ask students to press their partner for more details in their explanations by challenging an idea, or asking for an example. Listen for, and amplify language students use to describe how the parentheses influence the resulting expression with fewer terms. This will help call students' attention to the types of details and language to look for to determine if an expression is equivalent to another or not.
Design Principle(s): Maximize meta-awareness; Support sense-making


correct_option_index: 5