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: Make geometric constructions.

Use coordinates to prove simple geometric theorems algebraically.

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

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

Understand similarity in terms of similarity transformations.

Prove geometric theorems.

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

Understand congruence in terms of rigid motions.

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

Find arc lengths and areas of sectors of circles.

Understand and apply the Pythagorean Theorem.

Explain volume formulas and use them to solve problems.

Experiment with transformations in the plane.

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

Prove theorems involving similarity.

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

Solve real-world and mathematical problems involving area, surface area, and volume.

Understand and apply theorems about circles.

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

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

Analyze, compare, create, and compose shapes.

Apply geometric concepts in modeling situations.

Define trigonometric ratios and solve problems involving right triangles.

Apply trigonometry to general triangles.

Reason with shapes and their attributes.

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

Visualize relationships between two-dimensional and three-dimensional objects.
problem_activity: Activity
This activity encourages students to apply strategies for finding the area of polygons to finding the
surface area
of rectangular prisms. Students use 12 cubes to build a prism, think about its surface area, and use isometric dot paper to draw their prism.
As students build their prisms, notice those with different designs and those with the same design but different approaches to finding surface area (e.g. by counting individual square, by multiplying the edge lengths of rectangular faces, etc.).
Digital
Launch
Read the first two lines of the task statement together. Remind students that we refer to the flat surfaces of a three-dimensional figure as
faces
.
Give students a minute to think about how we know the surface area of the shown prism is 32 square units. Ask 1–2 students to explain their reasoning to the class. Use students’ explanations to highlight the meaning of surface area, i.e., that the area of all the faces need to be accounted for, including those we cannot see when looking at a two-dimensional drawing.
Tell students they will use 12 cubes to build a different prism, draw it, and find its surface area. Consider doing a quick demonstration on how to draw a simple prism on isometric dot paper. (Start with one cube and then add a cube in each dimension.) Tell students that in this activity, we call each face of a single cube, "1 square unit."
Give each student 12 cubes to build a prism and 6–8 minutes of quiet work time. If students are using snap cubes, say that we will pretend all of the faces are completely smooth, so they do not need to worry about the “innies and outies” of the snap cubes.
As students work, consider arranging two students with contrasting designs or strategies as partners. Ask partners to share their answers, explanations, and drawings. Stress that each partner should focus their explanation on how they went about finding surface area. The listener should think about whether the explanation makes sense or if anything is amiss in the reasoning.
For students in digital classrooms, an applet can be used to build and draw prisms. Physical cubes are still recommended and preferred for the building of the figures, however.
Action and Expression: Develop Expression and Communication.
Support multiple forms of communication. Some students may benefit from an explicit demonstration and additional practice to learn how to draw cubes using isometric dot paper. Invite students who are unable to represent their figures using isometric dot paper to explain their reasoning orally, using virtual or concrete manipulatives.
Supports accessibility for: Visual-spatial processing; Conceptual processing; Fine-motor skills
Student Facing
Here is a rectangular prism built from 12 cubes:
[IMG]
It has six
faces
, but you can only see three of them in the sketch. It has a
surface area
of 32 square units.
The applet has 12 blocks, too. They are all in the same spot on the screen, like a hidden stack of blocks. You will always know where the stack is because it sits on a gray square. To use a block, drag the red point to move it. Click on the red points to change from left/right movement to up/down movement.
[IMG]
Use all 12 cubes to build a different rectangular prism (with different edge lengths than shown in the prism here). You can turn the view to see all of the faces of your figure.
How many faces does your figure have?
What is the surface area of your figure in square units?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Read the first two lines of the task statement together. Remind students that we refer to the flat surfaces of a three-dimensional figure as
faces
.
Give students a minute to think about how we know the surface area of the shown prism is 32 square units. Ask 1–2 students to explain their reasoning to the class. Use students’ explanations to highlight the meaning of surface area, i.e., that the area of all the faces need to be accounted for, including those we cannot see when looking at a two-dimensional drawing.
Tell students they will use 12 cubes to build a different prism, draw it, and find its surface area. Consider doing a quick demonstration on how to draw a simple prism on isometric dot paper. (Start with one cube and then add a cube in each dimension.) Tell students that in this activity, we call each face of a single cube, "1 square unit."
Give each student 12 cubes to build a prism and 6–8 minutes of quiet work time. If students are using snap cubes, say that we will pretend all of the faces are completely smooth, so they do not need to worry about the “innies and outies” of the snap cubes.
As students work, consider arranging two students with contrasting designs or strategies as partners. Ask partners to share their answers, explanations, and drawings. Stress that each partner should focus their explanation on how they went about finding surface area. The listener should think about whether the explanation makes sense or if anything is amiss in the reasoning.
For students in digital classrooms, an applet can be used to build and draw prisms. Physical cubes are still recommended and preferred for the building of the figures, however.
Action and Expression: Develop Expression and Communication.
Support multiple forms of communication. Some students may benefit from an explicit demonstration and additional practice to learn how to draw cubes using isometric dot paper. Invite students who are unable to represent their figures using isometric dot paper to explain their reasoning orally, using virtual or concrete manipulatives.
Supports accessibility for: Visual-spatial processing; Conceptual processing; Fine-motor skills
Student Facing
Here is a sketch of a rectangular prism built from 12 cubes:
[IMG]
It has six
faces
, but you can only see three of them in the sketch. It has a
surface area
of 32 square units.
Your teacher will give you 12 snap cubes. Use all of your snap cubes to build a different rectangular prism (with different edge lengths than the prism shown here).
How many faces does your figure have?
What is the surface area of your figure in square units?
Draw your figure on isometric dot paper. Color each face a different color.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may count the faces of the individual snap cubes rather than faces of the completed prism. Help them understand that the faces are the visible ones on the outside of the figure.
Activity Synthesis
After partner discussions, select a student to highlight for the class the strategy (or strategies) for finding surface area methodically. Point out that in this activity each face of their prism is a rectangle, and that we can find the area of each rectangle by multiplying its side lengths and then add the areas of all the faces.
Explain that later, when we encounter non-rectangular prisms, we can likewise reason about the area of each face the way we reasoned about the area of a polygon.
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. Call on students to use mathematical language (e.g., cubes, faces, surface area, square units, etc.), to restate and/or revoice the strategy (or strategies) presented. Consider providing students time to restate what they hear to a partner, before selecting one or two students to share with the class. This will provide more students with an opportunity to produce language that describes strategies for finding surface area.
Design Principle(s): Support sense-making; Maximize meta-awareness


correct_option_index: 16