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:
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.


Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: 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.


Thought: This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.
Answer: G

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

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im_task_000157

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fl_problem_000674

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

Experiment with transformations in the plane.

Understand similarity in terms of similarity transformations.

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

Understand and apply theorems about circles.

Explain volume formulas and use them to solve problems.

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

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

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

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.

Prove theorems involving similarity.

Make geometric constructions.

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

Reason with shapes and their attributes.

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

Analyze, compare, create, and compose shapes.

Understand congruence in terms of rigid motions.

Apply geometric concepts in modeling situations.

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

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

Apply trigonometry to general triangles.

Find arc lengths and areas of sectors of circles.

Understand and apply the Pythagorean Theorem.

Prove geometric theorems.

Use coordinates to prove simple geometric theorems algebraically.

Define trigonometric ratios and solve problems involving right triangles.
problem_activity: Activity
The purpose of this activity is for students to give precise descriptions of translations, rotations, and reflections. By the end of the previous lesson, students have identified and sketched these transformations from written directions, however they have not used this more precise language themselves to give descriptions of the three motions. The images in this activity are given on grids to allow and to encourage students to describe the transformation in terms of specific points, lines or angles. Describing the moves precisely and clearly will require students to engage in MP6.
There are four different transformation cards students use in this activity: 1A, 1B, 2A, and 2B. Each card has the original image and the image under a transformation. Students are arranged in groups of 2 and each one gets a different transformation card: some pairs are given cards 1A and 1B while other pairs get 2A and 2B. Each A card is a translation, while the B cards show either a rotation or reflection.
As students are describing their transformations and sketching their images under transformation, monitor for students using precise descriptions to their partner in terms of specific points, lines, or angles.
Digital
Launch
Introduce the word
transformation:
This is a word for a move (like the reflection in the warm-up) or for a sequence of moves. It's a mathematical word which will be used in place of "move," which has been used up to this point.
Arrange students in groups of 2. Display the original image that each student also has in front of them. Give each student one of the four transformation cards and tracing paper—make sure students know
not
to show their card to their partner! Tell students they will sketch a transformation based on directions given to them by a partner.
Partners have Cards 1A and 1B or Cards 2A and 2B. Tell students in the first round, those with the A cards give a precise description of the transformation displayed on their card to their partner. Their partners may use tracing paper to produce the image under transformation on the grid with the original image. In digital classrooms, students have access to applets they can use to transform the figure. When the sketch is complete, the student describing the transformation reveals their card, and together, students decide if the sketch is correct. In the second round, the roles are reversed. The students with the B cards describe their transformation while their partner sketches.
The student describing the transformation is allowed to repeat, revise, or add any important information as their partner sketches, however, they are not allowed to tell them to fix anything until they are finished. The student sketching should not speak, just sketch. (This is to encourage the describer to use mathematical language.) Remind students to use the geometric language for describing reflections, rotations, and translations that was used in the previous lesson.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. For example, display the terms translation, rotation, and reflection and their respective meanings “slide,” “turn,” and “mirror,” accompanied by a visual example depicting the transformation. Remind students that they can refer to the display when giving directions to their partner.
Supports accessibility for: Conceptual processing; Memory
Listening, Speaking: Math Language Routine 2 Collect and Display.
This is the first time Math Language Routine 2 is suggested as a support in this course. In this routine, the teacher circulates and listens to student talk while jotting down words, phrases, drawings, or writing students use. The language collected is displayed visually for the whole class to use throughout the lesson and unit. Generally, the display contains different examples of students using features of the disciplinary language functions, such as interpreting, justifying, or comparing. The purpose of this routine is to capture a variety of students’ words and phrases in a display that students can refer to, build on, or make connections with during future discussions, and to increase students’ awareness of language used in mathematics conversations.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness
How It Happens:
As students describe the transformation of triangle
\(ABC\)
to their partner, listen for and collect vocabulary and phrases students use to describe the moves. Focus on capturing students using geometric language for describing reflections, rotations, and translations.
If the speaker is stuck, consider asking these questions: “How did point
\(A\)
transform to
\(A’\)
?”, “Choose one of the points, lines, or angles and describe how it changed.”, and “Overall, does it look like the new triangle is a translation, rotation, or reflection of the original?”
If using the applet, check for precision and labels as students place the new image under the transformation.
Write students’ words on a visual display. Divide the display into 3 sections. Group language about Cards 1A and 2A on the left side of the display, language about Card 1B in the middle, and language about Card 2B on the right side.
Record all language (whether precise, ambiguous, correct, or incorrect) in the appropriate column. as described by the students.
Arrange students in groups of 2, and invite partners to discuss which words or phrases stand out to them. Prompt students by asking, “Are there any words or phrases that stand out to you or don’t belong in a specific column? Why?” Again, circulate around the room, collecting any additional words, phrases, and sketches onto the display.
Students should notice that the left side consists of language describing translations, the middle consists of language describing reflections, and the right side consists of language describing rotations.
Select 3–4 groups to share their ideas with the class. Invite students to demonstrate their reasoning with the applet or tracing paper and be sure to modify the display accordingly.
Use this discussion to clarify, revise, and improve how ideas are communicated and represented. If students are still using vague words (e.g., move, flip, mirror image, etc.), reinforce the precise geometric terms (e.g., transformation, translation, rotation, reflection, etc.). Ask students, “Is there another way we can say this?” or “Can someone help clarify this language?”
Close this conversation by posting the display in the front of the classroom for students to reference for the remainder of the lesson, and be sure to update the display throughout the remainder of the lesson.
Student Facing
Your partner will describe the image of this triangle after a certain
transformation
. Sketch it here.
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
Introduce the word
transformation:
This is a word for a move (like the reflection in the warm-up) or for a sequence of moves. It's a mathematical word which will be used in place of "move," which has been used up to this point.
Arrange students in groups of 2. Display the original image that each student also has in front of them. Give each student one of the four transformation cards and tracing paper—make sure students know
not
to show their card to their partner! Tell students they will sketch a transformation based on directions given to them by a partner.
Partners have Cards 1A and 1B or Cards 2A and 2B. Tell students in the first round, those with the A cards give a precise description of the transformation displayed on their card to their partner. Their partners may use tracing paper to produce the image under transformation on the grid with the original image. In digital classrooms, students have access to applets they can use to transform the figure. When the sketch is complete, the student describing the transformation reveals their card, and together, students decide if the sketch is correct. In the second round, the roles are reversed. The students with the B cards describe their transformation while their partner sketches.
The student describing the transformation is allowed to repeat, revise, or add any important information as their partner sketches, however, they are not allowed to tell them to fix anything until they are finished. The student sketching should not speak, just sketch. (This is to encourage the describer to use mathematical language.) Remind students to use the geometric language for describing reflections, rotations, and translations that was used in the previous lesson.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. For example, display the terms translation, rotation, and reflection and their respective meanings “slide,” “turn,” and “mirror,” accompanied by a visual example depicting the transformation. Remind students that they can refer to the display when giving directions to their partner.
Supports accessibility for: Conceptual processing; Memory
Listening, Speaking: Math Language Routine 2 Collect and Display.
This is the first time Math Language Routine 2 is suggested as a support in this course. In this routine, the teacher circulates and listens to student talk while jotting down words, phrases, drawings, or writing students use. The language collected is displayed visually for the whole class to use throughout the lesson and unit. Generally, the display contains different examples of students using features of the disciplinary language functions, such as interpreting, justifying, or comparing. The purpose of this routine is to capture a variety of students’ words and phrases in a display that students can refer to, build on, or make connections with during future discussions, and to increase students’ awareness of language used in mathematics conversations.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness
How It Happens:
As students describe the transformation of triangle
\(ABC\)
to their partner, listen for and collect vocabulary and phrases students use to describe the moves. Focus on capturing students using geometric language for describing reflections, rotations, and translations.
If the speaker is stuck, consider asking these questions: “How did point
\(A\)
transform to
\(A’\)
?”, “Choose one of the points, lines, or angles and describe how it changed.”, and “Overall, does it look like the new triangle is a translation, rotation, or reflection of the original?”
If using the applet, check for precision and labels as students place the new image under the transformation.
Write students’ words on a visual display. Divide the display into 3 sections. Group language about Cards 1A and 2A on the left side of the display, language about Card 1B in the middle, and language about Card 2B on the right side.
Record all language (whether precise, ambiguous, correct, or incorrect) in the appropriate column. as described by the students.
Arrange students in groups of 2, and invite partners to discuss which words or phrases stand out to them. Prompt students by asking, “Are there any words or phrases that stand out to you or don’t belong in a specific column? Why?” Again, circulate around the room, collecting any additional words, phrases, and sketches onto the display.
Students should notice that the left side consists of language describing translations, the middle consists of language describing reflections, and the right side consists of language describing rotations.
Select 3–4 groups to share their ideas with the class. Invite students to demonstrate their reasoning with the applet or tracing paper and be sure to modify the display accordingly.
Use this discussion to clarify, revise, and improve how ideas are communicated and represented. If students are still using vague words (e.g., move, flip, mirror image, etc.), reinforce the precise geometric terms (e.g., transformation, translation, rotation, reflection, etc.). Ask students, “Is there another way we can say this?” or “Can someone help clarify this language?”
Close this conversation by posting the display in the front of the classroom for students to reference for the remainder of the lesson, and be sure to update the display throughout the remainder of the lesson.
Student Facing
Your partner will describe the image of this triangle after a certain
transformation
. Sketch it here.
[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 get stuck thinking they need to use the precise terms for the transformation in their description. Encourage these students to describe it in a way that makes sense to them and to look for things they know about the specific points, lines, or angles on their card to help them.
Activity Synthesis
Display the following questions for all to see and give groups 2 minutes to discuss:
What pieces of your partner’s description were helpful when you were sketching?
What pieces did you find difficult to explain to your partner? Point to specific examples on your cards.
When you were sketching, what questions would have been helpful to be able to ask the describer?
Ask selected students who were observed using precise descriptions and sketching based on those descriptions to explain why they used the information they did and how it was helpful in sketching. Focus on:
The direction and distance of a translation.
The center and the measure of a rotation.
The line of a reflection.
If there is time, ask students who were both using and not using tracing paper to explain their process.
Reinforce the term
transformation
as a term that encompasses translations, rotations, and reflections. Tell them that there are other types of transformations, but for now, we will focus on these three types.


correct_option_index: 19