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.


Standard options: 
A. Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
B. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
C. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
D. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
E. Fluently add and subtract within 5.


Thought: This task involves representing addition with objects such as number cards and dice.
Answer: A

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
$$-\frac{1}{4}$$


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Thought: This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).
Answer: B

Example 3:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Thought: An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation. Solving this problem does not require use of the Pythagorean identity.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Read, write, and compare decimals to thousandths.

Use place value understanding to round decimals to any place.

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
problem_activity: Narrative
The purpose of this activity is for students to make a reasonable estimate for a given product.
In addition to estimating the product, students also decide whether the estimate is too large or too small. In the activity synthesis, students consider about how far their estimate is from the actual product.
I
n the next activity, students will evaluate the expressions using a strategy of their choice.
Students choose between several different possible estimates and justify their choice before they calculate the product (MP3).
Engagement: Provide Access by Recruiting Interest.
Synthesis: Revisit math community norms to prepare students for the whole-class discussion.
Supports accessibility for: Social Emotional Functioning, Language
Launch
Groups of 2
Activity
5–7 minutes: independent work time
2–3 minutes: partner discussion
Monitor for students who:
relate the given expression to each proposed answer by rounding or changing one or both factors.
estimate by rounding the factors.
use benchmark numbers.
use place value reasoning or the properties of operations to explain why their estimate is reasonable.
Student Facing
Which estimate for the product
\(18 \times 149\)
is most reasonable? Explain or show your reasoning.
\(2,\!000\)
\(4,\!000\)
\(3,\!000\)
\(1,\!500\)
Are any of the estimates unreasonable? Explain or show your reasoning.
Do you think the actual product will be more or less than your estimate? Explain or show your reasoning.
Student Response
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Advancing Student Thinking
If students do not choose a reasonable estimate for
\(18 \times 149\)
, ask, “Can you explain how you chose your estimate?”
Activity Synthesis
Invite students to share their estimates for the product and their reasoning.
“Why do you think
\(3,\!000\)
is a good estimate?” (18 is close to 20 and 149 is very close to 150 and I know
\(20 \times 150 = 3,\!000\)
.)
“Is the value of
\(18 \times 149\)
greater than or less than
\(3,\!000\)
? How do you know?” (Less, because 18 is less than 20 and 149 is less than 150.)
“Can you estimate how much less?” (About 300, because I added 2 to 18 to get 20 and
\(2 \times 149\)
is about 300.)
Display:
\(18 \times 149\)
is about
\(2,\!700\)
.
“In the next activity, we’ll check to see how good our estimate is.”


correct_option_index: 0

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