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.


Standard options: 
A. Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
B. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
C. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
D. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
E. Fluently add and subtract within 5.


Thought: This task involves representing addition with objects such as number cards and dice.
Answer: A

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


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Thought: This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).
Answer: B

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


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Thought: An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation. Solving this problem does not require use of the Pythagorean identity.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.  For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
problem_activity: Activity
If students also use technology to create the tables, they are using appropriate tools strategically (MP5).
Launch
Provide access to graphing technology. Students may need some assistance adjusting their graphing window to see the relevant features of each graph. Either help them set the window before they start to a domain of
\(\text-2 \le x \le 8\)
and range of
\(\text-60 \le y \le 600\)
, or wait until they have attempted to graph at least one function and remind them of what they have learned about changing the graphing window.
Student Facing
Each function represents the amount in a bank account after
\(t\)
weeks.
\(A(t) = 500\)
\(B(t) = 500 + 40t\)
\(C(t) = 500 - 40t\)
\(D(t) = 500 \boldcdot (1.5)^t\)
\(E(t) = 500 \boldcdot (0.75)^t\)
Make a table for each bank account showing the money in the account at 0, 1, 2, and 3 weeks.
Describe in words how the money in the account is changing week by week.
Use technology to create a graph of each function. How can you see your description in each graph?
Student Response
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Activity Synthesis
Focus the discussion on the connection between the equations, descriptions and graphs. Discuss questions such as:
“What do all functions have in common?” (The vertical intercept is 500, each bank account starts with $500)
“How does the money change each week? How do we see this change in the graph?"
“How are
\(B\)
and
\(C\)
the same and different?” (They are the same because they are each linear, and each start with
$
500 and change by
$
40 per week. They are different because B increases and C decreases (or the rate of change is positive versus negative.)
“How are
\(D\)
and
\(E\)
the same and different?” (They are the same because they are each exponential, and each start with
$
500. They are different because
\(D\)
increases and
\(E\)
decreases (or the growth factor is greater than 1 versus less than 1.))


correct_option_index: 0