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: Define, evaluate, and compare functions.

Model periodic phenomena with trigonometric functions.

Analyze functions using different representations.

Interpret functions that arise in applications in terms of the context.

Understand the concept of a function and use function notation.

Construct and compare linear and exponential models and solve problems.

Prove and apply trigonometric identities.

Build new functions from existing functions.

Interpret expressions for functions in terms of the situation they model.

Extend the domain of trigonometric functions using the unit circle.

Build a function that models a relationship between two quantities.

Use functions to model relationships between quantities.
problem_activity: Optional activity
Previously, students made sense of the domain of functions in concrete contexts. This optional activity is an opportunity to reason about domain more abstractly. Students evaluate an expression that defines a function at some values of input and notice a value that produces an undefined output. They graph the function to examine its behavior, and then think about how to describe the domain of the function.
Launch
Provide access to graphing technology.
Action and Expression: Provide Access for Physical Action.
Provide access to tools and assistive technologies such as a graphing calculator or graphing software. Some students may benefit from a checklist or list of steps to be able to use the calculator or software.
Supports accessibility for: Organization; Conceptual processing; Attention
Student Facing
Consider the function
\(f(x)=\dfrac {6}{x-2}\)
.
To find out the sets of possible input and output values of the function, Clare created a table and evaluated
\(f\)
at some values of
\(x\)
. Along the way, she ran into some trouble.
Find
\(f(x)\)
for each
\(x\)
-value Clare listed. Describe what Clare’s trouble might be.
|  \(x\)   |   |   |   |   |
|----------|---|---|---|---|
| \(f(x)\) |   |   |   |   |
Use graphing technology to graph function
\(f\)
. What do you notice about the graph?
Use a calculator to compute the value you and Clare had trouble computing. What do you notice about the computation?
How would you describe the domain of function
\(f\)
?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Why do you think the graph of function
\(f\)
looks the way it does? Why are there two parts that split at
\(x=2\)
, with one curving down as it approaches
\(x=2\)
from the left and the other curving up as it approaches
\(x=2\)
from the right?
Evaluate function
\(f\)
at different
\(x\)
-values that approach 2 but are not exactly 2, such as 1.8, 1.9, 1.95, 1.999, 2.2, 2.1, 2.05, 2.001, and so on. What do you notice about the values of
\(f(x)\)
as the
\(x\)
-values get closer and closer to 2?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Display a graph of the function for all to see. Invite students to share their observations of the behavior of function
\(f\)
based on the completed table and their graph. Solicit their ideas on what the problem might be with this function.
If no students mentioned division by 0 as the issue, bring this up. Ask questions such as:
"What happens when we divide a number by 0?" (The result is undefined.)
"In the expression
\(\dfrac {6}{x-2}\)
, what value or values of
\(x\)
would result in a denominator of 0?" (Only 2 gives a denominator of 0.)
"If 2 does not produce an output, is it a possible input for
\(f\)
?" (No)
Highlight that the domain of
\(f\)
includes all numbers except 2.


correct_option_index: 3