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: Understand and apply properties of operations and the relationship between addition and subtraction.

Rewrite rational expressions.

Analyze patterns and relationships.

Write expressions in equivalent forms to solve problems.

Use the four operations with whole numbers to solve problems.

Work with addition and subtraction equations.

Reason about and solve one-variable equations and inequalities.

Multiply and divide within 100.

Understand solving equations as a process of reasoning and explain the reasoning.

Understand properties of multiplication and the relationship between multiplication and division.

Solve systems of equations.

Interpret the structure of expressions.

Solve equations and inequalities in one variable.

Represent and solve problems involving multiplication and division.

Work with equal groups of objects to gain foundations for multiplication.

Gain familiarity with factors and multiples.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Create equations that describe numbers or relationships

Analyze and solve linear equations and pairs of simultaneous linear equations.

Write and interpret numerical expressions.

Use polynomial identities to solve problems.

Understand the connections between proportional relationships, lines, and linear equations.

Understand the relationship between zeros and factors of polynomials.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Work with radicals and integer exponents.

Use properties of operations to generate equivalent expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Perform arithmetic operations on polynomials.

Add and subtract within 20.

Generate and analyze patterns.

Represent and solve problems involving addition and subtraction.

Represent and solve equations and inequalities graphically.
problem_activity: Activity
Students use scientific notation as a tool to understand the relative scale of different units (MP2). They practice modeling skills by identifying essential elements of the problems and gathering relevant information before computing (MP4).
Launch
Arrange students in groups of 2. Instruct students to first read through the problems and decide on what information they need to solve each problem. Record relevant information for all students to see. Only record information when students have asked for it. Possible information students will ask for include:
Mai’s dad’s computer holds 500 gigabytes of storage space.
A kilobyte is 1,000 bytes, a megabyte is 1,000,000 bytes, and a gigabyte is 1,000,000,000 bytes.
1 character is roughly 1 byte.
An emoji is roughly 4 bytes.
A full-length, high-definition film is around 8 gigabytes and runs 2 hours.
A person sleeps about 8 hours in a night.
Give 15–20 minutes of work time before a brief whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge of working with very large numbers. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
For each question, think about what information you would need to figure out an answer. Your teacher may provide some of the information you ask for. Give your answers using scientific notation.
Mai found an 80’s computer magazine with an advertisement for a machine with hundreds of kilobytes of storage! Mai was curious and asked, “How many kilobytes would my dad’s new 2016 computer hold?”
The old magazine showed another ad for a 750-kilobyte floppy disk, a device used in the past to store data. How many gigabytes is this?
Mai and her friends are actively involved on a social media service that limits each message to 140 characters. She wonders about how the size of a message compares to other media.
Estimate how many messages it would take for Mai to fill up a floppy disk with her 140-character messages. Explain or show your reasoning.
Estimate how many messages it would take for Mai to fill a floppy disk with messages that only use emojis (each message being 140 emojis). Explain or show your reasoning.
Mai likes to go to the movies with her friends and knows that a high-definition film takes up a lot of storage space on a computer.
Estimate how many floppy disks it would take to store a high-definition movie. Explain or show your reasoning.
How many seconds of a high-definition movie would one floppy disk be able to hold?
If you fall asleep watching a movie streaming service and it streams movies all night while you sleep, how many floppy disks of information would that be?
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?
Humans tend to work with numbers using powers of 10, but computers work with numbers using powers of 2. A “binary kilobyte” is 1,024 bytes instead of 1,000, because
\(1,\!024 = 2^{10}\)
. Similarly, a “binary megabyte” is 1,024 binary kilobytes, and a “binary gigabyte” is 1,024 binary megabytes.
Which is bigger, a binary gigabyte or a regular gigabyte? How many more bytes is it?
Which is bigger, a binary terabyte or a regular terabyte? How many more bytes is it?
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
In a whole-class discussion, ask students what they might have found surprising or interesting when comparing different digital media and different hardware. If time permits, discuss how scientific notation helps to make those comparisons.
Speaking: MLR8 Discussion Supports.
As students explain what they noticed about the differences in digital media and hardware, press for details in students’ ideas by requesting that students challenge an idea, elaborate on an idea, or make explicit their process for calculating or comparing the values. Revoice student ideas to model mathematical language use in order to clarify, apply appropriate language, and involve more students. This will help students produce and make sense of the language needed to communicate their own ideas.
Design Principle(s): Support sense-making; Optimize output (for explanation)


correct_option_index: 26