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:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
F

Example 3:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Your response:
G

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K

im_task_000157

3

fl_problem_000674

5
options: Understand ratio concepts and use ratio reasoning to solve problems.

Analyze proportional relationships and use them to solve real-world and mathematical problems.
problem_activity: Warm-up
This warm-up is the first time students are asked to find
\(A\%\)
of
\(B\)
when
\(B\)
is not 100 or 1.
Students may approach the problem in a few different ways, with or without filling in values on the provided double number line diagram. For example, they may understand from the fundraising context of the problem that \$40 is 100% because it is the amount of the goal. From there, they may simply find half of \$40 for the 50% value and add that value to \$40 to find the 150% value. Other students may use equivalent ratio reasoning to calculate the value at 50% and 150%. As students work, notice the different strategies used and any misconceptions so they can be addressed during discussion.
Launch
Remind students that in the previous lesson, we found percentages of 100 and of 1 using double number lines. Explain that in this lesson we will find percentages of other numbers. Give students 2 minutes of quiet work time, and follow with a whole-class discussion. Encourage students to create a double number line to help them answer the questions if needed.
Student Facing
Each of three friends—Lin, Jada, and Andre—had the goal of raising
$
40. How much money did each person raise? Be prepared to explain your reasoning.
Lin raised 100% of her goal.
Jada raised 50% of her goal.
Andre raised 150% of his goal.
Student Response
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Anticipated Misconceptions
Students may be surprised by a percentage greater than 100. If they are puzzled by this, explain that Andre raised more money than the goal.
Activity Synthesis
Consider displaying this double number line for all to see.
[IMG]
Invite a few students to share their solving strategies. One way to highlight the different techniques students use is to invite several students to explain how they calculated the amount of money raised by Andre. We can find 150% of 40 in several ways. For example, we can add the values of 50% of 40 and 100% of 40. We can also reason that since
\(100 \boldcdot (1.5) = 150\)
then
\(40 \boldcdot (1.5) = 60\)
, which means \$60 is 150% of \$40.
If not uncovered in students’ explanations, explain that we are finding percentages of \$40, since this number—not 100 cents or 1 dollar—is the fundraising goal for the three friends. Since 100% of a goal of \$40 is \$40, the 100% and \$40 are lined up on the double number line.
Students who relied on the visual similarity between, for example, \$0.25 is 25% of 1 dollar in the previous lesson find this strategy unworkable here (as \$50 is not 50% of \$40). To encourage students to use their understanding of equivalent ratios to reason about percent problems, ask the class to explain—either when the above misconception arises or as a closing question—why \$50 is not 50% of \$40, but 50% of 100 cents is 50 cents.


correct_option_index: 0