few_shots: Example 1:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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.
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im_task_000157

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fl_problem_000674

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

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

Understand congruence in terms of rigid motions.

Understand similarity in terms of similarity transformations.

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

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

Explain volume formulas and use them to solve problems.

Apply trigonometry to general triangles.

Make geometric constructions.

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

Prove theorems involving similarity.

Prove geometric theorems.

Analyze, compare, create, and compose shapes.

Experiment with transformations in the plane.

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

Reason with shapes and their attributes.

Understand and apply the Pythagorean Theorem.

Find arc lengths and areas of sectors of circles.

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

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

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

Understand and apply theorems about circles.

Use coordinates to prove simple geometric theorems algebraically.

Apply geometric concepts in modeling situations.

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

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

Define trigonometric ratios and solve problems involving right triangles.
problem_activity: Activity
In the optional activity, students found that the sum of the angles of all the triangles on the cards was 180 degrees and questioned if all triangles have the same angle sum. In this activity, students experiment with the converse: If we know the measures of three angles sum to 180 degrees, can these three angles be the interior angles in a triangle?
Students cut out three angles that form a line, and then try to use these three angles to make a triangle. Students also get to create their own three angles from a line and check whether they can construct a triangle with their angles.
Watch for students who successfully make triangles out of each set of angles and select them to share (both the finished product and how they worked to arrange the angles) during the discussion. Watch also for how students divide the blank line into angles. It is helpful if the rays all have about the same length as in the pre-made examples.
Launch
Arrange students in groups of 4. Provide access to geometry toolkits, especially scissors. Distribute 1 copy of the black line master to each group.
Instruct students to cut the four individual pictures out of the black line master. Each student will work with one of these. Instruct the student with the blank copy to use a straightedge to divide the line into three angles (different from the three angles that the other students in the group have). Demonstrate how to do this if needed.
If needed, you may wish to demonstrate “making a triangle”  part of the activity so students understand the intent. With three cut-out 60 degree angles, for example, you can build an equilateral triangle. Here is a picture showing three 60 degree angles arranged so that they can be joined to form the three angles of an equilateral triangle. The students will need to arrange the angles carefully, and they may need to use a straightedge in order to add the dotted lines to join the angles and create a triangle.
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Student Facing
Your teacher will give you a page with three sets of angles and a blank space. Cut out each set of three angles. Can you make a triangle from each set that has these same three angles?
Student Response
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Student Facing
Are you ready for more?
Draw a quadrilateral. Cut it out, tear off its angles, and line them up. What do you notice?
Repeat this for several more quadrilaterals. Do you have a conjecture about the angles?
Student Response
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Activity Synthesis
If time allows, have students do a "gallery walk" at the start of the discussion. Ask students to compare the triangle they made to the other triangles made from the same angles and be prepared to share what they noticed. (For example, students might notice that all the other triangles made with their angles looked pretty much the same, but were different sizes.) If students do not bring it up, direct students to notice that all of the "create three of your own angles" students were able to make a triangle, not just students with the ready-made angles.
Ask previously selected students to share their triangles and explain how they made the triangles. To make the triangles, some trial and error is needed. A basic method is to line up the line segments from two angles (to get one side of the triangle) and then try to place the third angle so that it lines up with the rays coming from the two angles already in place. Depending on the length of the rays, they may overlap, or the angles may need to be moved further apart. Ask questions to make sure that students see the important connection:
"How do you know the three angles you were given sum to 180 degrees?" (They were adjacent to each other along a line.)
"How do you know these can be the three angles of a triangle?" (We were able to make a triangle using these three angles.)
"What do you know about the three angles of the triangle you made and why?" (Their measures sum to 180 because they were the same three angles that made a line.)
Ask students if they think they can make a triangle with
any
set of three angles that form a line and poll the class for a positive or negative response. Tell them that they will investigate this in the next lesson and emphasize that while experiments may lead us to believe this statement is true, the methods used are not very accurate and were only applied to a few sets of angles.
If time permits, perform a demonstration of the converse: Start with a triangle, tear off its three corners, and show that these three angles when placed adjacent each other sum to a line.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Prior to the whole-class discussion, invite students to share their work with a partner. Display sentence frames to support student conversation such as “To arrange the angles, first, I _____ because...” or “I noticed _____ so I….”
Supports accessibility for: Language; Social-emotional skills
Representing, Conversing, Listening: MLR7 Compare and Connect.
As students prepare their work for discussion, look for those who successfully construct triangles out of each set of angles and for those who successfully create their own three angles from a line and create triangles. Encourage students to explain how they worked to arrange the angles. Emphasize language used to make sense of strategies used to find that the sum of the angles in a triangle is 180 degrees.
Design Principle(s): Maximize Meta-awareness, Support sense-making


correct_option_index: 5