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

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fl_problem_000674

5
options: Prove theorems involving similarity.

Use coordinates to prove simple geometric theorems algebraically.

Understand and apply the Pythagorean Theorem.

Analyze, compare, create, and compose shapes.

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

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Experiment with transformations in the plane.

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

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

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

Prove geometric theorems.

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

Find arc lengths and areas of sectors of circles.

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

Apply trigonometry to general triangles.

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

Understand similarity in terms of similarity transformations.

Make geometric constructions.

Define trigonometric ratios and solve problems involving right triangles.

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

Explain volume formulas and use them to solve problems.

Apply geometric concepts in modeling situations.

Understand and apply theorems about circles.

Reason with shapes and their attributes.

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

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

Understand congruence in terms of rigid motions.
problem_activity: Activity
The purpose of this activity is for students to use the structure of the volume formula for cones to calculate missing dimensions of a cone given other dimensions. Students are given the image of a generic cone with marked dimensions for the radius, diameter, and height to help their reasoning about the different rows in the table.
While completing the table, students work with approximations and exact values of
\(\pi\)
as well as statements that require reasoning about squared values. The final row of the table asks students to find missing dimensions given an expression representing volume that uses letters to represent the height and the radius. This requires students to manipulate expressions consisting only of variables representing dimensions.
Encourage students to make use of work done in some rows to help find missing information in other rows. Identify students who use this strategy, and ask them to share during the discussion.
Launch
Give students 6–8 minutes of quiet work time, followed by a whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organization and problem solving. For example ask students to complete two lines of the table at a time and then assess for accuracy and comprehension.
Supports accessibility for: Organization; Attention
Student Facing
[IMG]
Each row of the table has some information about a particular cone. Complete the table with the missing dimensions.
| diameter (units) | radius (units)  | area of the base (square units) | height (units) | volume of cone (cubic units) |
|------------------|-----------------|---------------------------------|----------------|------------------------------|
|                  |        4        |                                 |       3        |                              |
|                  | \(\frac{1}{3}\) |                                 |       6        |                              |
|                  |                 |           \(144\pi\)            |  \(\frac14\)   |                              |
|        20        |                 |                                 |                |          \(200\pi\)          |
|                  |                 |                                 |       12       |          \(64\pi\)           |
|                  |                 |                                 |       3        |             3.14             |
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Student Facing
Are you ready for more?
A
frustum
is the result of taking a cone and slicing off a smaller cone using a cut parallel to the base.
[IMG]
Find a formula for the volume of a frustum, including deciding which quantities you are going to include in your formula.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students might try to quickly fill in the missing dimensions without the proper calculations. Encourage students to use the volume of a cone equation and the given dimensions to figure out the unknown dimensions.
Activity Synthesis
Select previously identified students to share the strategies they used to fill in the missing information. Ask students:
“Which information, in your opinion, was the hardest to calculate?”
“If you had to pick two pieces of information given in the table which information would you want? Why?”
Select a few rows of the table, and ask students how they might find the volume of a cylinder with the same radius and height as the cone. (Multiply by 3)
Make sure students understand that when working with the volume formula for either a cylinder or cone, if they know two out of three for radius, height and volume, they can always calculate the third.
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. For each strategy that is shared, ask students to restate and/or revoice what they heard using mathematical language. Consider providing students time to restate what they hear to a partner, before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students' attention to any words or phrases that helped to clarify the original statement. This will help students to produce and make sense of the language needed to communicate their own ideas when calculating missing dimensions of a cone.
Design Principle(s): Support sense-making; Optimize output (for explanation)


correct_option_index: 15