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.


Standard options: 
A. Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
B. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
C. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
D. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
E. Fluently add and subtract within 5.


Your response:
A

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
$$-\frac{1}{4}$$


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Your response:
B

Example 3:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Your response:
B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students to solve two-step problems without the scaffold of having the first step explicitly stated. Students solve in a way that makes sense to them and might use diagrams to help them make sense of the story. In the synthesis, the tape diagram is highlighted.
MLR7 Compare and Connect.
Synthesis: Invite group to prepare a visual display that shows the strategy they used to solve the story problems. Encourage students to include details that will help others interpret their thinking. For example, using labels, notes, diagrams, or drawings. Give students time to investigate each other’s work. During the whole-class discussion, ask students, “What did the representations have in common?”, “How were they different?” and “Did anyone solve the problem the same way, but would explain it differently?”
Advances: Representing, Conversing
Launch
Groups of 2
“With a partner, choose a problem from the first activity to solve. Discuss how the diagram can help you think about the problem.”
4 minutes: partner work time
Activity
“Now you will be solving a few money problems on your own.”
“Use a diagram if it helps you make sense of the story.”
10 minutes: independent work time
Monitor for students who use a diagram to represent and solve the problem about Tyler, Andre, and Noah.
Student Facing
For each problem, show your thinking. Write your final answer using the \$. Use a diagram if it helps.
Mai has \$27, Elena has \$48, and Jada has \$16. How much money do they have altogether?
Tyler has \$45, Andre has \$36, and Noah has \$28. How much less money does Tyler have than Andre and Noah combined?
Lin has \$19. Together, Lin and Han have \$45. Then Han gets \$17 more. How much money does Han have now?
Student Response
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Advancing Student Thinking
If students want to represent the story with a diagram or equation but need support to start, consider asking:
“What is the story about? How could you break the problem into smaller parts?”
“How could you use a diagram or equation to represent the smaller parts?”
Activity Synthesis
Invite previously identified students to share the diagram for comparing Tyler's money to Andre's and Noah's money.
“How does this diagram represent the story?” (It shows Tyler's amount and then the combined amount of Andre and Noah. I can see that Tyler has less than Andre and Noah and that I need to add Andre's amount and Noah's amount and then subtract Tyler's amount from that.)


correct_option_index: 0