few_shots: Example:
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.


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: 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.

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.

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.

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.

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.

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.

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

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
problem_activity: Narrative
The purpose of this activity is for students to compare decimals using the context of distance. Students should have access to hundredths grids, if they choose to use them. Monitor for students who compare the decimals using
place value reasoning to compare the 1 tenth for Diego's throw with the 1 hundredth for Jada's throw
hundredths grids for the decimal part of the throws
number lines, recalling work from a previous course
When students decide to compare the decimals using number lines or hundredths grids, they are using appropriate tools strategically (MP5).
MLR8 Discussion Supports.
Encourage students to begin partner discussions by reading their written responses aloud. If time allows, invite students to revise or add to their responses based on the conversation that follows.
Advances: Conversing, Speaking
Required Materials
Materials to Copy
Small Grids
Launch
Groups of 2
Display the image in student workbook.
“Have you ever thrown a frisbee?”
Poll the class.
“A frisbee is a disc. In the Olympics, there is an event called the discus throw. Participants try to throw a metal disc as far as they can.”
Activity
2 minutes: independent work time
5 minutes: partner work time
Monitor for students who use reasoning named in the activity narrative.
Student Facing
Diego and Jada were competing to see who could throw the frisbee further. Diego threw the frisbee 5.10 meters. Jada threw the frisbee 5.01 meters.
Who threw the frisbee further?
Be prepared to explain your thinking.
[IMG]
Tyler and Han were competing to see who could swim the length of the pool faster. Tyler swam the length of the pool in 35.15 seconds. Han swam the length of the pool in 35.30 seconds. Who swam the length of the pool faster? Be prepared to explain your thinking.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Ask previously selected students to share their solutions.
“Both problems are about comparing decimals. How are the problems different?” (The units are different in the two problems. One is meters and the other is seconds. In one problem, the winner has the greater number and in the other problem, the winner has the lesser number.)


correct_option_index: 3