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

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

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

Understand congruence in terms of rigid motions.

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

Apply geometric concepts in modeling situations.

Reason with shapes and their attributes.

Understand and apply theorems about circles.

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

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

Analyze, compare, create, and compose shapes.

Prove geometric theorems.

Understand similarity in terms of similarity transformations.

Experiment with transformations in the plane.

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

Use coordinates to prove simple geometric theorems algebraically.

Understand and apply the Pythagorean Theorem.

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

Make geometric constructions.

Prove theorems involving similarity.

Apply trigonometry to general triangles.

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

Define trigonometric ratios and solve problems involving right triangles.

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

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

Explain volume formulas and use them to solve problems.

Find arc lengths and areas of sectors of circles.
problem_activity: Activity
The purpose of this activity is for students to find the areas of regions involving different-sized circles and compare the strategies used. The first question introduces subtraction as a strategy to find the area around the outside of a circle. The second question introduces division to find the area of fractions of a circle.
Monitor for students who use different strategies for finding the area, including:
Calculating 30.96 square units for Figure A,
\(4 \boldcdot 7.74\)
for Figure B, and
\(9 \boldcdot 3.44\)
for Figure C
Realizing that all 3 figures end up being
\(144 - 113.04\)
so their areas had to be equal
Noticing that Figure B is composed of 4 scaled copies of Figure A, each with a scale factor of
\(\frac12\)
and therefore
\(\frac14\)
as much area. Figure C is composed of 9 scaled copies of Figure A, each with a scale factor of
\(\frac13\)
and therefore
\(\frac19\)
as much area. (If a student does not make this realization, it is
not
necessary for the teacher to bring it up during the discussion.)
Calculating 8.28 square units for Figure D and 8.71 square units for Figure E
Realizing that Figures D has 2 fewer squares and 2 more quarter-circles (which are smaller than the squares) so it must have a smaller area
The task affords an opportunity for students to engage in MP6. Some students may leave the area expressions in terms of
\(\pi\)
, but others may use an approximation for
\(\pi\)
. It is very important, particularly for the first problem, that they use the
same
approximation for
\(\pi\)
in all 3 figures. Otherwise they will end up with numerically different answers.
Launch
Arrange students in groups of 2. Display the image in the first question and ask students to make a prediction before calculating. Give 30 seconds of quiet think time before sharing with their partner. Give students quiet work time followed by a whole-class discussion.
Student Facing
Each square has a side length of 12 units. Compare the areas of the shaded regions in the 3 figures. Which figure has the largest shaded region? Explain or show your reasoning.
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Each square in Figures D and E has a side length of 1 unit. Compare the area of the two figures. Which figure has more area? How much more? Explain or show your reasoning.
[IMG]
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
Which figure has a longer perimeter, Figure D or Figure E? How much longer?
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
In the first question, students may not know how to find the radius of the circles. Suggest having them cut off the shaded regions and rearrange them to show that the length of each side fits half way across the circle (marking the radius).
In the second question, students might benefit from cutting and rearranging the figures. Some students might assume, based on previous activities, that the areas of both figures are equal. However, Figure D has more pieces that are parts of a circle, and Figure E has more units that are a full square. Ask students whether the fourth of the circle has the same area as the square.
Activity Synthesis
There are two main goals for this discussion: for students to notice ways to be more efficient when comparing the areas of the regions and to be introduced to expressing answers in terms of pi.
Display Figures A, B, and C for all to see. Ask selected students to share their reasoning. Sequence the strategies from most calculations to most efficient.
If there were selected students who determined the areas were equal before calculating, ask them to share how they could tell. If there were no selected students, ask the class how we could determine that the area of the shaded regions in Figures A, B, and C were equal before calculating the answer of 30.96.
Next, focus the discussion on leaving answers in terms of
\(\pi\)
for each figure. Explain to students that in Figure A, the radius of the circle is 6, so the area of the circular region is
\(\pi \boldcdot 6^2\)
. Instead of multiplying by an approximation of
\(\pi\)
, we can express this answer as
\(36\pi\)
. This is called answering
in terms of
\(\pi\)
. Consider writing “
\(36\pi\)
” inside the large circle of Figure A.
Discuss:
In terms of
\(\pi\)
, what is the area of one of the circular regions in Figure B? (
\(9\pi\)
)
What is the combined area of all four circles in Figure B? (
\(4 \boldcdot 9\pi\)
, or
\(36\pi\)
)
What is the area of one of the circular regions in Figure C? (
\(4\pi\)
)
What is the combined area of all nine circles in Figure C? (
\(9 \boldcdot 4\pi\)
, or
\(36\pi\)
)
Consider writing “
\(9\pi\)
” and “
\(4\pi\)
” inside some of the circles in Figures B and C. Explain that the area of the shaded region for each of these figures is
\(144 - 36\pi\)
.
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Discuss how students' strategies differed between the first problem (about Figures A, B, and C) and the second problem (about Figures D and E) and why.
Ask students to express the area of Figures D and E in terms of
\(\pi\)
. Record and display their answers of
\(2 + 2\pi\)
and
\(4 + 1.5\pi\)
for all to see. Ask students to discuss how they can tell Figure E’s area is larger than Figure D’s area when they are both written in terms of
\(\pi\)
.
Writing, Speaking, Listening: MLR1 Stronger and Clearer Each Time.
After students have determined which figure has the largest shaded region, ask students to show their work and provide a brief explanation of their reasoning. Ask each student to meet with 2–3 other partners for feedback. Provide students with prompts for feedback that will help them strengthen their ideas and clarify their language (e.g., “How did you find the radius of each circle in the figure?”, “Why did you . . . ?”, etc.). Students can borrow ideas and language from each partner to refine and clarify their original explanation. This will help students refine their own explanation and learn about different strategies to find area.
Design Principles(s): Optimize output (for explanation); Maximize meta-awareness


correct_option_index: 23