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: Prove theorems involving similarity.

Make geometric constructions.

Reason with shapes and their attributes.

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

Apply geometric concepts in modeling situations.

Understand and apply the Pythagorean Theorem.

Prove geometric theorems.

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

Understand and apply theorems about circles.

Define trigonometric ratios and solve problems involving right triangles.

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

Understand congruence in terms of rigid motions.

Find arc lengths and areas of sectors of circles.

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

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

Understand similarity in terms of similarity transformations.

Analyze, compare, create, and compose shapes.

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

Use coordinates to prove simple geometric theorems algebraically.

Explain volume formulas and use them to solve problems.

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

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

Apply trigonometry to general triangles.

Experiment with transformations in the plane.

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

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

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
problem_activity: Optional activity
This activity reviews the work students did previously drawing shapes with given conditions. Students draw as many different triangles as they can that could be the base of the triangular prism, given two side lengths and one angle measure for the triangle.
In preparation for calculating surface area and volume in the next activity, students select one of their triangles and find its area. This will require them to draw and measure the height of the triangle. As needed, remind students that the height must be perpendicular to whichever side they are using as the base of their triangle. Also, prompt students to measure the height as precisely as possible, because it will influence the accuracy of their later calculations.
Launch
Provide access to geometry toolkits and compasses.
Student Facing
The base of a triangular prism has one side that is 7 cm long, one side that is 5.5 cm long, and one angle that measures
\(45^\circ\)
.
Draw as many different triangles as you can with these given measurements.
Select one of the triangles you have drawn. Measure and calculate to approximate its area. Explain or show your reasoning.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Anticipated Misconceptions
Students may try to multiply two side lengths of the triangle to calculate the area. Remind them that the height must be perpendicular to the base. If necessary, demonstrate using an index card to draw in the height of the triangle.
Activity Synthesis
Ask students to share triangles they drew so that everyone has an opportunity to see all four triangles. If any of the four triangles are not presented by students, demonstrate how to construct it. Ensure the class agrees that 4 unique triangles have the given measurements. The third side length of the triangle could be 5.0 cm, 7.3 cm, 2.6 cm, or 9.7 cm.
Make sure students have calculated the area of their selected triangle correctly, because this will affect their volume and surface area calculations in the next activity.
| If the third side of the triangle is | then the area of the triangle should be about |                                                                                              possible strategies                                                                                              |
|--------------------------------------|-----------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
|                5.0 cm                |          13.7 cm                   2          |                                          \(\frac12 \boldcdot 7 \boldcdot (3.9)\)                  or                    \(\frac12 \boldcdot (5.5) \boldcdot (5.0)\)                                           |
|                7.3 cm                |          18.2 cm                   2          | \(\frac12 \boldcdot 7 \boldcdot (5.2)\)                  or                   \(\frac12 \boldcdot (5.5) \boldcdot (6.6)\)                  or                    \(\frac12 \boldcdot (7.3) \boldcdot (5.0)\)  |
|                2.6 cm                |          6.3 cm                   2           | \(\frac12 \boldcdot 7 \boldcdot (1.8)\)                  or                    \(\frac12 \boldcdot (5.5) \boldcdot (2.3)\)                  or                    \(\frac12 \boldcdot (2.6) \boldcdot (5.0)\) |
|                 9.7                  |          18.9 cm                   2          | \(\frac12 \boldcdot 7 \boldcdot (5.4)\)                  or                    \(\frac12 \boldcdot (5.5) \boldcdot (6.9)\)                  or                    \(\frac12 \boldcdot (9.7) \boldcdot (3.9)\) |
Representing, Conversing: MLR7 Compare and Connect.
Invite students to prepare a visual display that shows how they measured and calculated the approximate area for their chosen triangle. Students should consider how to display their calculations so that another student can interpret them. For example, some students may wish to add notes or details to their drawings to help communicate their thinking. Arrange students in groups of 2–4. Give 2–3 minutes of quiet think time for students to read and interpret each other's calculations before they begin to discuss them. Display a list of questions that students can ask each other about their work. For example, "Can you show me how you measured the side lengths?", “How did you calculate the area of the triangle?”, etc. During the whole-class discussion, draw students’ attention to the relationship between measuring and approximating area. Emphasize the language used to make sense of the strategies used to measure and approximate area. These exchanges strengthen students’ mathematical language use and reasoning based on the relationship between measures and area.
Design Principle(s): Maximize meta-awareness


correct_option_index: 17