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.


Thought: This task teaches students to understand addition as putting together counters, or adding to already placed counters.
Answer: 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.


Thought: This problem involves understanding fractions, multiplication, and division.
Answer: 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.


Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: 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 and apply theorems about circles.

Experiment with transformations in the plane.

Understand and apply the Pythagorean Theorem.

Understand similarity in terms of similarity transformations.

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

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

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

Apply geometric concepts in modeling situations.

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

Understand congruence in terms of rigid motions.

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

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

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

Define trigonometric ratios and solve problems involving right triangles.

Prove theorems involving similarity.

Explain volume formulas and use them to solve problems.

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

Prove geometric theorems.

Use coordinates to prove simple geometric theorems algebraically.

Apply trigonometry to general triangles.

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

Reason with shapes and their attributes.

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

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

Make geometric constructions.

Analyze, compare, create, and compose shapes.
problem_activity: Activity
In this activity, students practice mentally dissecting a prism with a non-rectangular base into simpler prisms. The dissection corresponds to a dissection of the base into simpler figures. This expands on students’ ability to calculate the area of a base of a figure that has a rectangular base because here the base is not a rectangle. This prepares students to calculate the volume of this figure and other figures in future lessons.
As students work in their groups, monitor for the different ways students are decomposing or constructing the base of the figure into more familiar shapes.
Launch
Arrange students in groups of 3. Display the image for all to see throughout the activity. Tell students this is what the heart-shaped box mentioned in the task statement looks like.
[IMG]
Give students 2–3 minutes of quiet work time followed by a whole-class discussion.
Engagement: Internalize Self Regulation.
Check for understanding by inviting students to rephrase directions in their own words. Provide a project checklist that chunks the various steps of the activity into a set of manageable tasks.
Supports accessibility for: Organization; Attention
Conversing: MLR5 Co-Craft Questions.
Display the image of the heart-shaped box and initial task statement without revealing the questions that follow. Ask students to write mathematical questions about the situation. Invite students to share their questions with their group and choose 1 question from their group to share with the class. Listen for questions that connect to finding the area of the base of the heart-shaped prism (e.g., “What’s the most 1 inch by 1 inch by 1 inch chocolates that can fit along the bottom of the box?”). This helps students produce the language of mathematical questions and begin reasoning about different approaches for finding the area of a non-rectangular shape.
Design Principle(s): Cultivate conversation
Student Facing
A box of chocolates is a prism with a base in the shape of a heart and a height of 2 inches. Here are the measurements of the base.
[IMG]
To calculate the volume of the box, three different students have each drawn line segments showing how they plan on finding the area of the heart-shaped base.
[IMG]
For each student’s plan, describe the shapes the student must find the area of and the operations they must use to calculate the total area.
Although all three methods could work, one of them requires measurements that are not provided. Which one is it?
Between you and your partner, decide which of you will use which of the remaining two methods.
Using the quadrilaterals and triangles drawn in your selected plan, find the area of the base.
Trade with a partner and check each other’s work. If you disagree, work to reach an agreement.
Return their work. Calculate the volume of the box of chocolates.
Student Response
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Student Facing
Are you ready for more?
The box has 30 pieces of chocolate in it, each with a volume of 1 in
3
. If all the chocolates melt into a solid layer across the bottom of the box, what will be the height of the layer?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Select students to share whose method they decided to use and why. Ask students:
“Whose method could not be used? Why not?” (Lin’s, because we don’t know the base and  height of the trapezoids.)
“How did you find the areas of the base?”
“What was different about the base of this figure in comparison to other bases we have worked with?” (This base needs to be decomposed to calculate its area.)
“What was the first thing you did to find the volume?” (Use the area of the base and multiply it by the height of the figure.)
“Why would a chocolatier want to know the volume of a heart shaped box like this?” (He may want to know how many candies can fit inside of a box.)
Explain to students that they might encounter figures that have non-rectangular bases in future activities or lessons. It will be important for them to think about different strategies to calculate the area of the base.


correct_option_index: 21