few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response:
Thought: In this problem, students work with money in the form of coins.
Answer: N

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Solve equations and inequalities in one variable.

Analyze patterns and relationships.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Represent and analyze quantitative relationships between dependent and independent variables.

Understand properties of multiplication and the relationship between multiplication and division.

Reason about and solve one-variable equations and inequalities.

Work with radicals and integer exponents.

Write expressions in equivalent forms to solve problems.

Understand the relationship between zeros and factors of polynomials.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Solve systems of equations.

Understand the connections between proportional relationships, lines, and linear equations.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Understand solving equations as a process of reasoning and explain the reasoning.

Interpret the structure of expressions.

Create equations that describe numbers or relationships

Multiply and divide within 100.

Rewrite rational expressions.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Use properties of operations to generate equivalent expressions.

Represent and solve equations and inequalities graphically.

Generate and analyze patterns.

Gain familiarity with factors and multiples.

Perform arithmetic operations on polynomials.

Understand and apply properties of operations and the relationship between addition and subtraction.

Use polynomial identities to solve problems.

Add and subtract within 20.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Work with addition and subtraction equations.

Write and interpret numerical expressions.

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving addition and subtraction.

Work with equal groups of objects to gain foundations for multiplication.

Represent and solve problems involving multiplication and division.
problem_activity: Narrative
The purpose of this activity is for students to determine whether a situation is about an unknown number of groups or an unknown number of objects in each group. After sorting the situations, students write a division expression to represent each situation. The fact that the structure of the expressions is the same for representing an unknown number of groups or an unknown number of objects in each group further emphasizes that division expressions can be interpreted two ways. As students discuss and justify their decisions, they share a mathematical claim and the thinking behind it (MP3).
As students explain their reasoning around the unknown in the situation, encourage students to describe how they would start to solve the problem to make it clear what is unknown in the situation.
MLR8 Discussion Supports.
Synthesis. Display a sentence frame to support whole-class discussion: “We noticed _____ so we . . . .”
Advances: Speaking, Representing
Engagement: Develop Effort and Persistence.
Chunk this task into more manageable parts. Give students a subset of the cards to start with and introduce the remaining cards once students have completed their initial set of matches.
Supports accessibility for: Organization, Attention
Required Materials
Materials to Copy
Card Sort: All About Bugs
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
Display the image.
“We are going to work with some situations involving insects. Insects are a type of bug. These are all insects.”
“What are some parts of the insects we could count?” (legs, eyes, wings, antennae, body segments)
If needed, clarify what antennae are.
Distribute one set of pre-cut cards to each group of students.
Activity
“In this activity, you will sort some cards into categories of your choosing. When you sort the situations, you should work with your partner to come up with categories.”
5 minutes: partner work time
Select groups to share their categories and how they sorted their cards.
Choose as many different types of categories as time allows, but ensure that one set of categories distinguishes between “how many groups?” and “how many in each group?” problems.
If no students sorted the cards by type of division situation, give them a minute to do so, and then discuss how they know which type of division each situation represents.
“Now work with your partner to sort your cards by ‘how many groups?’ and ‘how many in each group?’ problems.”
“Once you have sorted your cards, write a division expression to represent each situation.”
5 minutes: partner work time
Student Facing
[IMG]
Your teacher will give you a set of cards that show situations. Sort the cards into 2 categories of your choosing. Be prepared to explain the meaning of your categories.
A. Mole crickets have special legs for digging. Ten special legs belong to 5 mole crickets. How many special legs does each mole cricket have?
B. A beetle has a pair of antennae for sensing heat, touch, smell, and more. If there are 8 antennae, how many beetles are there?
\(\phantom{00}\)
C. Fourteen antennae belong to a group of bees. If each bee has 2 antennae, how many bees are there?
D. There are 12 wings. If each dragonfly has 4 wings, how many dragonflies are there?
\(\phantom{00}\)
E. Thirty legs belong to 5 ants. If all the ants have the same number of legs, how many legs does each ant have?
F. There are 50 spots on 5 butterflies. If each butterfly has the same number of spots, how many spots does each butterfly have?
Write a division expression to represent each situation. Be ready to explain your reasoning.
Student Response
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Activity Synthesis
Invite students to share the expression for each situation.
Consider asking:
“What does each number represent in the expression?”
“Where do you see the number of groups in the expression?”
“Where do you see the number of objects in each group in the expression?”


correct_option_index: 33