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: Multiply and divide within 100.

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

Create equations that describe numbers or relationships

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

Work with radicals and integer exponents.

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

Interpret the structure of expressions.

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

Represent and solve problems involving addition and subtraction.

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

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

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

Rewrite rational expressions.

Perform arithmetic operations on polynomials.

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

Solve equations and inequalities in one variable.

Analyze patterns and relationships.

Use polynomial identities to solve problems.

Represent and solve problems involving multiplication and division.

Use the four operations with whole numbers to solve problems.

Add and subtract within 20.

Represent and analyze quantitative relationships between dependent and independent variables.

Work with addition and subtraction equations.

Write and interpret numerical expressions.

Reason about and solve one-variable equations and inequalities.

Use properties of operations to generate equivalent expressions.

Represent and solve equations and inequalities graphically.

Gain familiarity with factors and multiples.

Generate and analyze patterns.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Write expressions in equivalent forms to solve problems.

Understand the relationship between zeros and factors of polynomials.

Solve systems of equations.

Understand properties of multiplication and the relationship between multiplication and division.
problem_activity: Narrative
Previously, students matched diagrams and equations to situations with an unknown quantity. Here, they generate such equations, using a letter for the unknown quantity, solve problems, and explain how they know their answers makes sense. Students should be encouraged to use any solving strategy they feel comfortable with. If not yet addressed, mention that any letter can be used for the unknown quantity in their equation.
While this activity is focused on independent practice, encourage students to discuss the problem with a partner if needed. Though the task asks students to write an equation first, students may complete the task in any order that makes sense to them.
Students reason abstractly and quantitatively when they write an equation that represents the situation (MP2). They also practice making sense of a problem and its solution in terms of the context (MP1).
MLR5 Co-Craft Questions:
Keep books or devices closed. Display only the problem stem, without revealing the question, and ask students to write down possible mathematical questions that could be asked about the situation. Invite students to compare their questions before revealing the task. Ask, “What do these questions have in common? How are they different?” Reveal the intended questions for this task and invite additional connections.
Advances: Reading, Writing
Engagement: Develop Effort and Persistence.
Differentiate the degree of difficulty or complexity. Some students may benefit from starting with a familiar example or one with more accessible values before working independently on the three parts to the activity.
Supports accessibility for: Social-Emotional Functioning, Conceptual Processing
Launch
Groups of 2
“Stones are sometimes used to play games. One of the games that can be played with stones is mancala. In mancala, stones are moved from pit to pit and players try to capture the other player's stones. The picture shows a game of mancala in progress.”
“Now we're going to solve a problem about the stones in a game of mancala.”
“What are some ways you will be able to determine if your answer makes sense?” (I can estimate an answer using rounding. I can think about the size of the numbers in the problem.)
Share and record responses.
Activity
“Take some independent time to work on this problem. You can choose to solve the problem first or write the equation first.”
5–7 minutes: independent work time
Monitor for different ways students:
write an equation
represent the problem, such as by using a tape diagram
decide their answer makes sense, such as thinking about the situation or by rounding
Student Facing
Kiran is setting up a game of mancala. He has a jar of 104 stones.
From the jar, he takes 3 stones for each of the 6 pits on his side of the board.
How many stones are in the jar now?
[IMG]
Write an equation to represent the situation. Use a letter for the unknown quantity.
Solve the problem. Explain or show your reasoning.
Explain how you know your answer makes sense.
Student Response
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Advancing Student Thinking
If students don't find a solution to the problem, consider asking:
“What is this problem about? What can be counted or measured in this situation?”
“How could you represent the problem?”
Activity Synthesis
Invite students to share the equations they wrote.
Discuss differences in equations students wrote. Consider asking: “_____ wrote _____ and _____ wrote _____. How are those equations alike and different?” (I used a different letter for my unknown. I wrote
\(3\times6\)
instead of
\(6 \times 3\)
.)
Have several students share different strategies used to solve the problem. Try to feature a student-drawn tape diagram.
Consider asking:
“Did anyone solve the problem in a different way?”
“Did anyone use a tape diagram to solve?”
“How did you know if your answer made sense?”


correct_option_index: 5