few_shots: Example 1:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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: Convert like measurement units within a given measurement system.

Tell and write time.

Geometric measurement: understand concepts of angle and measure angles.

Work with time and money.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Describe and compare measurable attributes.

Relate addition and subtraction to length.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Measure and estimate lengths in standard units.

Measure lengths indirectly and by iterating length units.

Represent and interpret data.

Classify objects and count the number of objects in each category.
problem_activity: Narrative
The purpose of this activity is for students to practice finding the perimeter of shapes that have labeled side lengths. The synthesis focuses on methods students have for efficiently finding the perimeter of shapes with some or all side lengths having equal length. As students discuss and justify their decisions, they share a mathematical claim and the thinking behind it (MP3).
Monitor and select students who find the perimeter of the hexagon by:
adding the individual side lengths around the shape
adding the two 8–inch side lengths together and the four 4–inch side lengths together and then adding those sums together
multiplying like side lengths, then adding, such as
\(2 \times 8\)
for the long sides and
\(4 \times 4\)
for the short sides and then adding those products together
using symmetry to split the shape in half horizontally and adding
\(4 + 8 + 4 = 16\)
for the top half of the shape and then doubling that for the sides on the bottom half of the shape
MLR8 Discussion Supports.
Synthesis: Provide students with the opportunity to rehearse what they will say with a partner before they share with the whole class.
Advances: Speaking
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?” (Students may notice: One rectangle has numbers on the sides. One rectangle has tick marks on the sides. The rectangles are the same size. Students may wonder: Why are the sides of the rectangles marked differently? Could we find the distance around the rectangle with the numbers on the sides?)
1 minute: quiet think time
1 minute: partner discussion
Share and record responses.
Activity
“Work with your partner to find the perimeter of each shape.”
5–7 minutes: partner work time
As students work, consider asking:
“How does having sides of the same length help us find the perimeter?”
“Can you multiply to find the perimeter?”
Student Facing
What do you notice? What you wonder?
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Find the perimeter of each shape. Explain or show your reasoning.
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Student Response
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Activity Synthesis
Ask previously identified students to share their strategies for finding the perimeter of the hexagon. Arrange the presentations in the order listed in the activity narrative.
Give students a chance to ask questions about each strategy as it is shared.
“How does having sides of the same length help us find the perimeter?”
Consider asking:
“Why does this strategy work with this shape?”
“Did anyone else find the perimeter of this shape in a different way?”
“Was it easier to find the perimeter of some shapes in this activity than others? Why?” (Yes, some of the shapes had several sides that are the same length, so we could multiply. In a rectangle, we can add two sides and then double the result to find the whole perimeter.)


correct_option_index: 10