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.


Topic options: 
A. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
B. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
C. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
D. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
E. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
H. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
I. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
J. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
K. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.


Thought: This task involves learning addition, which is a mathematical operation, using objects.
Answer: F

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


Topic options: 
A. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
B. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
C. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
D. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
E. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
F. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
G. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
J. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
K. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.


Thought: This problem teaches students different ways of writing numbers that express the same value. This helps students better understand the complex number system, which includes rational numbers.
Answer: I

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


Topic options: 
A. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
B. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
C. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
D. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
H. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Thought: This problem pertains to functions because it asks students to find the general solution to a trigonometric function.
Answer: B

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_task_001477

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
problem_activity: Activity
This is the final task in a series that leads students toward a general procedure for dividing fractions. Students verify previous observations about the steps for dividing non-unit fractions (namely, multiplying by the denominator and dividing by the numerator) and contrast the results with those found using diagrams. They then generalize these steps as an algorithm and apply it to answer other division questions.
As students discuss in their groups, listen to their observations and explanations. Select students with clear explanations to share later.
Digital
Launch
Arrange students in groups of 2. Give students 5–7 minutes of quiet think time and 2–3 minutes to share their response with their partner. Provide access to colored pencils. Some students may find it helpful to identify whole groups and partial groups on a tape diagram by coloring.
Students using the digital materials can use an applet to investigate division of fractions.
Representation: Internalize Comprehension.
Provide additional examples and counterexamples to illustrate concepts. Students may benefit from additional examples of division problems that they can “test” to reinforce understanding of their conclusion about how to divide a number by any fraction.
Supports accessibility for: Visual-spatial processing; Organization
Conversing, Representing: MLR8 Discussion Supports.
Provide the following sentence frames for students to use when they share their response with their partner: “I know there are ___
\(\frac18\)
s in
\(\frac34\)
because….”, “I drew the diagram like this ___ because.…”, and “First, I ___ because….”. This will help students produce statements that describe how to divide a number by any fraction.
Design Principle(s): Cultivate conversation; Support sense-making
Student Facing
Work with a partner. One person works on the questions labeled “Partner A” and the other person works on those labeled “Partner B.”
Partner A:
Find the value of each expression by completing the diagram.
\(\frac 34 \div \frac 18\)
How many
\(\frac 18\)
s in
\(\frac 34\)
?
[IMG]
\(\frac {9}{10} \div \frac 35\)
How many
\(\frac 35\)
s in
\(\frac{9}{10}\)
?
[IMG]
Use the applet to confirm your answers and explore your own examples.
Partner B:
Elena said: “If I want to divide 4 by
\(\frac 25\)
, I can multiply 4 by 5 and then divide it by 2 or multiply it by
\(\frac 12\)
.”
Find the value of each expression using the strategy Elena described.
\(\frac 34 \div \frac 18\)
\(\frac{9}{10} \div \frac35\)
What do you notice about the diagrams and expressions? Discuss with your partner.
Complete this sentence based on what you noticed:
To divide a number
\(n\)
by a fraction
\(\frac {a}{b}\)
, we can multiply
\(n\)
by ________ and then divide the product by ________.
Select
all
equations that represent the statement you completed.
\(n \div \frac {a}{b} = n \boldcdot b \div a\)
\(n \div \frac {a}{b}= n \boldcdot a \div b\)
\(n \div \frac {a}{b} = n \boldcdot \frac {a}{b}\)
\(n \div \frac {a}{b} = n \boldcdot \frac {b}{a}\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 2. Give students 5–7 minutes of quiet think time and 2–3 minutes to share their response with their partner. Provide access to colored pencils. Some students may find it helpful to identify whole groups and partial groups on a tape diagram by coloring.
Students using the digital materials can use an applet to investigate division of fractions.
Representation: Internalize Comprehension.
Provide additional examples and counterexamples to illustrate concepts. Students may benefit from additional examples of division problems that they can “test” to reinforce understanding of their conclusion about how to divide a number by any fraction.
Supports accessibility for: Visual-spatial processing; Organization
Conversing, Representing: MLR8 Discussion Supports.
Provide the following sentence frames for students to use when they share their response with their partner: “I know there are ___
\(\frac18\)
s in
\(\frac34\)
because….”, “I drew the diagram like this ___ because.…”, and “First, I ___ because….”. This will help students produce statements that describe how to divide a number by any fraction.
Design Principle(s): Cultivate conversation; Support sense-making
Student Facing
Work with a partner. One person works on the questions labeled “Partner A” and the other person works on those labeled “Partner B.”
Partner A: Find the value of each expression by completing the diagram.
\(\frac 34 \div \frac 18\)
How many
\(\frac 18\)
s in
\(\frac 34\)
?
[IMG]
\(\frac {9}{10} \div \frac 35\)
How many
\(\frac 35\)
s in
\(\frac{9}{10}\)
?
[IMG]
Partner B:
Elena said, “If I want to divide 4 by
\(\frac 25\)
, I can multiply 4 by 5 and then divide it by 2 or multiply it by
\(\frac 12\)
.”
Find the value of each expression using the strategy Elena described.
\(\frac 34 \div \frac 18\)
\(\frac{9}{10} \div \frac35\)
What do you notice about the diagrams and expressions? Discuss with your partner.
Complete this sentence based on what you noticed:
To divide a number
\(n\)
by a fraction
\(\frac {a}{b}\)
, we can multiply
\(n\)
by ________ and then divide the product by ________.
Select
all
the equations that represent the sentence you completed.
\(n \div \frac {a}{b} = n \boldcdot b \div a\)
\(n \div \frac {a}{b}= n \boldcdot a \div b\)
\(n \div \frac {a}{b} = n \boldcdot \frac {a}{b}\)
\(n \div \frac {a}{b} = n \boldcdot \frac {b}{a}\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Invite a couple of students to share their conclusion about how to divide a number by any fraction. Then, review the sequence of reasoning that led us to this conclusion using both numerical examples and algebraic statements throughout. Remind students that in the past few activities, we learned that:
Dividing by a whole number
\(n\)
is the same as multiplying by a unit fraction
\(\frac{1}{n}\)
(e.g., dividing by 5 is the same as multiplying by
\(\frac15\)
).
Dividing by a unit fraction
\(\frac{1}{n}\)
is the same as multiplying by a whole number
\(n\)
(e.g., dividing by
\(\frac 17\)
is the same as multiplying by 7).
Dividing by a fraction
\(\frac{a}{b}\)
is the same as multiplying by a unit fraction
\(\frac{1}{a}\)
and multiplying by a whole number
\(b\)
, which is the same as multiplying by
\(\frac ba\)
(e.g., dividing by
\(\frac57\)
is the same as multiplying by
\(\frac 15\)
, and then by 7. Performing these two steps gives the same result as multiplying by
\(\frac75\)
).
Finish the discussion by trying out the generalized method with other fractions such a
\(18\div\frac97\)
, or
\(\frac{15}{14}\div\frac{5}{2}\)
. Explain that although we now have a reliable and efficient method to divide any number by any fraction, sometimes it is still easier and more natural to think of the quotient in terms of a multiplication problem with a missing factor and to use diagrams to find the missing factor.


correct_option_index: 8