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: Find arc lengths and areas of sectors of circles.

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

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.

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

Prove theorems involving similarity.

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

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

Prove geometric theorems.

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

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

Apply geometric concepts in modeling situations.

Use coordinates to prove simple geometric theorems algebraically.

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

Understand similarity in terms of similarity transformations.

Apply trigonometry to general triangles.

Understand and apply the Pythagorean Theorem.

Experiment with transformations in the plane.

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

Define trigonometric ratios and solve problems involving right triangles.

Make geometric constructions.

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

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

Understand congruence in terms of rigid motions.

Reason with shapes and their attributes.

Understand and apply theorems about circles.
problem_activity: Optional activity
In this activity, students use the measurements they just gathered to create their scale floor plans. Each student selects one of the paper options, decides on a scale to use, and works individually to create their drawing.
Support students as they reason about scale, scaled lengths, and how to go about creating the drawing. Encourage all to pay attention to units as they calculate scaled lengths. Ask students to think about the different ways that we can write a scale. If they struggle, remind students that a scale can be written in different units or written without units.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organizational skills in problem solving. For example, invite students to draw one section of the room at a time and monitor students to ensure they are making progress throughout the activity.
Supports accessibility for: Organization; Attention
Launch
Distribute at least three different types of paper for each group, which could include:
\(8\frac12 \times 11\)
printer paper
\(11 \times 17\)
printer paper
Centimeter graph paper
\(\frac14\)
-inch graph paper
\(\frac15\)
-inch graph paper
Ask each group member to select a paper for their drawing. Encourage variation in paper selections. Explain that they should choose an appropriate scale based on the size of their paper, the size of the classroom, and their chosen units of measurement. This means that the floor plan must fit on the paper and not end up too small (e.g., if the paper is
\(11 \times 17\)
inches, the floor plan should not be the size of a postcard).
Give students quiet time to create their floor plan. If the classroom layout is fairly complex, consider asking students to pause after they have completed a certain portion of the drawing (e.g., the main walls of the classroom) so their work may be checked. Alternatively, give them a minute to share their drawing-in-progress with a partner and discuss any issues.
Student Facing
Your teacher will give you several paper options for your scale floor plan.
Determine an appropriate scale for your drawing based on your measurements and your paper choice. Your floor plan should fit on the paper and not end up too small.
Use the scale and the measurements your group has taken to draw a scale floor plan of the classroom. Make sure to:
Show the scale of your drawing.
Label the key parts of your drawing (the walls, main openings, etc.) with their actual measurements.
Show your thinking and organize it so it can be followed by others.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
If the flooring material in your classroom is to be replaced with 10-inch by 10-inch tiles, how many tiles would it take to cover the entire room? Use your scale drawing to approximate the number of tiles needed.
How would using 20-inch by 20-inch tiles (instead of 10-inch by 10-inch tiles) change the number of tiles needed? Explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may pick a scale and start drawing without considering how large their completed floor plan will be. Encourage students to consider the size of their paper in order to determine an appropriate scale before they start drawing.
Activity Synthesis
Small-group and whole-class reflections will occur in the next activity.


correct_option_index: 10