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: Interpret the structure of expressions.

Analyze patterns and relationships.

Use polynomial identities to solve problems.

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

Write and interpret numerical expressions.

Use the four operations with whole numbers to solve problems.

Gain familiarity with factors and multiples.

Solve systems of equations.

Multiply and divide within 100.

Rewrite rational expressions.

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

Work with radicals and integer exponents.

Reason about and solve one-variable equations and inequalities.

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

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

Solve equations and inequalities in one variable.

Represent and analyze quantitative relationships between dependent and independent variables.

Perform arithmetic operations on polynomials.

Represent and solve equations and inequalities graphically.

Add and subtract within 20.

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

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving multiplication and division.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Understand the relationship between zeros and factors of polynomials.

Work with addition and subtraction equations.

Create equations that describe numbers or relationships

Generate and analyze patterns.

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

Represent and solve problems involving addition and subtraction.

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

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

Write expressions in equivalent forms to solve problems.
problem_activity: Narrative
In this task, students create their own word problems that must have a specific answer and follow additional constraints involving the type of operations that could be used to solve the problem or the size of the numbers they can use (MP2, MP4).
Launch
Groups of 2
Activity
5 minutes: independent work time
10 minutes: partner work time
Student Facing
Elena, Noah, and Han each created a problem with an answer of 1,564.
Elena used multiplication.
Noah used multi-digit numbers and addition only.
Han used multiplication and subtraction.
Write a problem that each student could have written. Show that the answer to the question is 1,564.
Elena‘s problem:
Solution:
Noah‘s problem:
Solution:
Han‘s problem:
Solution:
Student Response
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Activity Synthesis
Select 1
–2 students to share the problem they created for each constraint.
Consider asking:
“How did you start?”
“How did you make sure 1,564 would be the answer? How did you make sure your problem would match what each student used?”


correct_option_index: 5