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

K

im_task_000157

3

fl_problem_000674

5
options: Translate between the geometric description and the equation for a conic section.

Analyze, compare, create, and compose shapes.

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

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

Make geometric constructions.

Understand similarity in terms of similarity transformations.

Find arc lengths and areas of sectors of circles.

Understand and apply theorems about circles.

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

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

Explain volume formulas and use them to solve problems.

Understand congruence in terms of rigid motions.

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

Apply geometric concepts in modeling situations.

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

Prove geometric theorems.

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

Use coordinates to prove simple geometric theorems algebraically.

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

Understand and apply the Pythagorean Theorem.

Prove theorems involving similarity.

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

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

Define trigonometric ratios and solve problems involving right triangles.

Experiment with transformations in the plane.

Apply trigonometry to general triangles.

Reason with shapes and their attributes.
problem_activity: Problem 1
Pentagon
$${FGHIJ}$$
is a scale image of pentagon
$${ABCDE}$$
.
[IMG]
a.   Complete the table below with the measurements of each pentagon.
| **                Original line segment               ** | **                Original length               ** | **                Corresponding line segment               ** | **                Scale length               ** |
|----------------------------------------------------------|----------------------------------------------------|---------------------------------------------------------------|-------------------------------------------------|
|                          $$AB$$                          |                                                    |                            $$FG$$                             |                                                 |
|                          $$BC$$                          |                                                    |                            $$GH$$                             |                                                 |
|                          $$CD$$                          |                                                    |                            $$HI$$                             |                                                 |
|                          $$AE$$                          |                                                    |                            $$FJ$$                             |                                                 |
b.   Is there a proportional relationship between the side lengths of the original pentagon and the scaled pentagon? Explain using the measurements in the table.
c.   What is the constant of proportionality?
d.   What is the scale factor?
Problem 2
Melissa orders business cards to promote her new website. She previews the cards online before placing her order. The scale image she sees online and the actual size of the cards are shown below.
[IMG]
What scale factor was used to create the online image from the actual size of the business card?
Problem 3
For each situation described below, sketch and label the scale image using the scale factor.
a.   Your family recently had a family portrait taken. Your aunt asks you to take a picture of the portrait using your phone and send it to her. The original portrait is 3 feet by 3 feet and the scale factor from the original picture to the picture on your phone is
$${1 \over18}$$
. Draw the scale drawing, in inches, that would be the size of the portrait on your phone.
b.   Create a scale drawing of the arrow below using a scale factor of 150%.
[IMG]


correct_option_index: 3