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: Work with numbers 11–19 to gain foundations for place value.

Understand place value.

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.

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.

Extend the counting sequence.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Use place value understanding and properties of operations to add and subtract.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Understand the place value system.
problem_activity: Narrative
The purpose of this activity is for students to practice rounding to the nearest ten and hundred in context. Students work with numbers from a previous lesson to estimate the total number of students in a school. They learn that how you round (to the nearest ten or hundred) can give different estimates for the same situation.
Launch
Groups of 2
“Let’s revisit the number of students in different areas in a school. We’re going to use rounding to help Andre and Lin make an estimate of the number of people in the whole school. Andre plans to round the numbers to the nearest hundred. Lin plans to round them to the nearest ten.”
“Make a prediction: Whose estimate is going to be greater? Be prepared to explain your reasoning.”
30 seconds: quiet think time
Share responses.
Activity
“Work with your partner to complete the table and the last problem.”
7–10 minutes: partner work time
Student Facing
The table shows the numbers of people in different parts of a school at noon during a school day.
Andre and Lin are trying to estimate the number of people in the whole school. Andre plans to round the numbers to the nearest hundred. Lin plans to round them to the nearest ten.
Make a prediction: Whose estimate is going to be greater? Explain your reasoning.
Work with a partner to find Andre and Lin’s estimates. Record them in the table. Then find the totals.
|  location  | number | Andre's estimate                       (nearest hundred) | Lin's estimate                       (nearest ten) |
|------------|--------|----------------------------------------------------------|----------------------------------------------------|
| playground |   94   |                                                          |                                                    |
| cafeteria  |  163   |                                                          |                                                    |
|  art room  |   36   |                                                          |                                                    |
|  library   |   13   |                                                          |                                                    |
| classrooms |  216   |                                                          |                                                    |
| gymnasium  |  109   |                                                          |                                                    |
| music room |   52   |                                                          |                                                    |
|   total    |        |                                                          |                                                    |
Make two observations about the completed table. Was your prediction correct?
Student Response
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Activity Synthesis
Invite students to share their observations about the completed table, including whether it matched their predictions.
“When we are estimating a total, rounding to the nearest ten or the nearest hundred can give us different results. If you were rounding to estimate a total, would you round to the nearest ten or nearest hundred?” (The nearest ten because you get an estimate that’s closer to the total. The nearest hundred because multiples of 100 are easier to work with.)
“Keep these ideas in mind as you use rounding to estimate in future lessons.”


correct_option_index: 7