few_shots: Example:
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.


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.


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

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

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

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.

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

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.

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.

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

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

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

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.

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.
problem_activity: Narrative
This optional activity gives students an additional opportunity to practice using “jumps” on number lines to subtract fractions, decomposing any whole numbers as needed along the way. (It is similar in structure to an optional activity in an earlier lesson on addition.)
Students are given four number lines with a point marked on each. They then draw a card with a fraction on it. All fractions on the cards, shown here, are greater than the values of the points. Students make one or more jumps to find the difference of the two points and then represent it with a subtraction equation.
\(\frac{8}{5} \qquad \frac{9}{5} \qquad \frac{10}{5} \qquad \frac{11}{5} \qquad \frac{12}{5} \qquad \frac{13}{5} \qquad \frac{14}{5} \qquad \frac{15}{5}\)
Required Materials
Materials to Copy
Make a Jump, Subtraction Edition
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
Give each group a set of fraction cards from the blackline master.
If students did not complete the optional activity in the previous lesson (which had a similar structure):
Display the four number lines.
“What do you notice? What do you wonder?”
30 seconds: quiet think time
30 seconds: partner discussion
Activity
“Label each point on the number line with a fraction it represents. This is your target.”
1 minute: independent work time
“You will now make one or more jumps from another fraction to your target and write an equation to represent the difference between the two.”
Explain how to use the cards and how to complete the task.
Monitor for students who facilitate subtraction by:
rewriting a fraction on their card as a whole number or a mixed number
labeling their number lines with whole numbers beyond 1
Student Facing
Here are four number lines, each with a point on it. Label each point with a fraction it represents.
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The point you labeled is your target.
Pick a card from the set given to you. Locate and label the fraction on the number line.
From that point, draw one or more jumps to reach the target. What do you need to subtract? Label each jump you draw.
Write an equation to represent the difference of your two fractions.
Student Response
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Activity Synthesis
Select students to share their responses to the first couple of diagrams (or more if time permits).


correct_option_index: 2