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:
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: Activity
This activity provides the first example in this unit of a relationship that is not proportional. The second question focuses students’ attention on the unit rates. If the relationship were proportional then regardless of the number of people in a vehicle, the cost per person would be the same. The question about the bus is to show students that they can’t just scale up from 10. Students who write an equation also see that it is not of the form
\(y = kx\)
. In a later lesson students will learn that only equations of this form represent proportional relationships.
Monitor for students who approached this problem using different representations.
Launch
Keep students in the same groups of 2. Give 5 minutes of quiet work time, followed by 5 minutes of students discussing responses with a partner, followed by a whole-class discussion.
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 have accounted for the cost of the vehicle in their calculations of the total entrance cost for 4 people and 10 people.
Supports accessibility for: Memory; Organization
Student Facing
Entrance to a state park costs
$
6 per vehicle, plus
$
2 per person in the vehicle.
How much would it cost for a car with 2 people to enter the park? 4 people? 10 people? Record your answers in the table.
| number of                       people in vehicle | total entrance cost                       in dollars |
|---------------------------------------------------|------------------------------------------------------|
|                         2                         |                                                      |
|                         4                         |                                                      |
|                        10                         |                                                      |
For each row in the table, if each person in the vehicle splits the entrance cost equally, how much will each person pay?
How might you determine the entrance cost for a bus with 50 people?
Is the relationship between the number of people and the total entrance cost a proportional relationship? Explain how you know.
Student Response
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Student Facing
Are you ready for more?
What equation could you use to find the total entrance cost for a vehicle with any number of people?
Student Response
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for free access to Extension Student Response.
Anticipated Misconceptions
Some students may not account for the cost of the vehicle. They will get the following table with incorrect values and will need to be prompted to include the cost of the vehicle.
| number of                   people in vehicle | total entrance cost                   in dollars |
|-----------------------------------------------|--------------------------------------------------|
|                       2                       |                       \$10                       |
|                       4                       |                       \$20                       |
|                      10                       |                       \$50                       |
Teachers will want to circulate around the room keeping an eye out for this mistake and address it as soon as possible so that students spend most of their work time analyzing the non-proportional relationship. These diagrams may be helpful in illustrating to them that their resulting prices are including more than one vehicle. This gives them an opportunity to make sense of problems and persevere in solving them (MP1).
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Activity Synthesis
Select students to explain why they think the relationship is or is not proportional. Reasons they may give:
The cost per person is different for different number of people in a vehicle, i.e. the quotients of the entries in each row are not equal for all rows of the table.
The ratio of people in the vehicle to total entrance cost are not equivalent ratios. You can't just multiply the entries in one row by the same constant to get the entries in another row.
Each number of people and corresponding total entrance cost is not characterized by the same unit rate. You can't multiply the entries in the first column by the same number (constant of proportionality) to get the numbers in the second column.
Students who found an equation will also note that the equation is not of the same form as other equations, but they can’t use this as a criterion until the class has established that only equations of this form represent proportional relationships. (This part of the discussion should come at the end of the next lesson, after students have analyzed lots of different equations.)


correct_option_index: 0