few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Your response:
Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Prove geometric theorems.

Understand and apply theorems about circles.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Reason with shapes and their attributes.

Explain volume formulas and use them to solve problems.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Classify two-dimensional figures into categories based on their properties.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Define trigonometric ratios and solve problems involving right triangles.

Experiment with transformations in the plane.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Solve real-world and mathematical problems involving area, surface area, and volume.

Translate between the geometric description and the equation for a conic section.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Make geometric constructions.

Analyze, compare, create, and compose shapes.

Understand similarity in terms of similarity transformations.

Understand congruence in terms of rigid motions.

Find arc lengths and areas of sectors of circles.

Prove theorems involving similarity.

Apply geometric concepts in modeling situations.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Use coordinates to prove simple geometric theorems algebraically.

Visualize relationships between two-dimensional and three-dimensional objects.

Understand and apply the Pythagorean Theorem.

Apply trigonometry to general triangles.
problem_activity: Activity
The goal of this task is to experiment with rigid motions to help visualize why alternate interior angles (made by a transversal connecting two parallel lines) are congruent. This result will be used in a future lesson to establish that the sum of the angles in a triangle is 180 degrees. The second question is optional if time allows. This provides a deeper understanding of the relationship between the angles made by a pair of (not necessarily parallel) lines cut by a transversal.
Expect informal arguments as students are only beginning to develop a formal understanding of parallel lines and rigid motions. They have, however, studied the idea of 180 degree rotations in a previous lesson where they used this technique to show that a pair of vertical angles made by intersecting lines are congruent. Consider recalling this technique especially to students who get stuck and suggesting the use of tracing paper.
Given the diagram, the tracing paper, and what they have learned in this unit, students should be looking for ways to demonstrate that alternate interior angles are congruent using transformations. Make note of the different strategies (including different transformations) students use to show that the angles are congruent and invite them to share their strategies during the discussion. Approaches might include:
A 180 degree rotation about
\(M\)
First translating
\(P\)
to
\(Q\)
and then applying a 180-degree rotation with center
\(Q\)
Teacher Notes for IM 6–8 Math Accelerated.
Adjust this activity to 10 minutes.
Launch
Provide access to geometry toolkits. Tell students that in this activity, we will try to figure out why we saw all the matching angles we did in the last activity.
Action and Expression: Develop Expression and Communication
. Invite students to talk about their ideas with a partner before writing them down. Display sentence frames to support students when they explain their ideas. For example, “First, I _____ because...”, “I noticed _____ so I...”, “Why did you...?”, “I agree/disagree because….”
Supports accessibility for: Language; Organization
Student Facing
[IMG]
Lines
\(\ell\)
and
\(k\)
are parallel and
\(t\)
is a transversal. Point
\(M\)
is the midpoint of segment
\(PQ\)
.
Find a rigid transformation showing that angles
\(MPA\)
and
\(MQB\)
are congruent.
In this picture, lines
\(\ell\)
and
\(k\)
are no longer parallel.
\(M\)
is still the midpoint of segment
\(PQ\)
.
[IMG]
Does your argument in the earlier problem apply in this situation? Explain.
Student Response
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Activity Synthesis
Select students to share their explanations. Pay close attention to which transformations students use in the first question and make sure to highlight different possibilities if they arise. Ask students to describe and demonstrate the transformations they used to show that alternate interior angles are congruent.
Highlight the fact that students are using many of the transformations from earlier sections of this unit. The argument here is especially close to the one used to show that vertical angles made by intersecting lines are congruent. In both cases a 180 degree rotation exchanges pairs of angles. For vertical angles, the center of rotation is the common point of intersecting lines. For alternate interior angles, the center of rotation is the midpoint of the transverse between the two parallel lines. But the structure of these arguments is identical.
Speaking: MLR8 Discussion Supports.
Use this routine to amplify students’ mathematical uses of language when describing and demonstrating transformations used for showing alternate interior angles are congruent. After a student shares their response, invite another student to repeat the reasoning using the following mathematical language: vertical angles, 180 degree rotation, center of rotation, intersecting lines, midpoint, parallel lines. Invite all students to chorally repeat the phrases that include these words in context.
Design Principle(s): Support sense-making, Optimize output (for explanation)


correct_option_index: 22