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: Perform arithmetic operations on polynomials.

Analyze patterns and relationships.

Rewrite rational expressions.

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

Create equations that describe numbers or relationships

Solve systems of equations.

Understand the relationship between zeros and factors of polynomials.

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

Write expressions in equivalent forms to solve problems.

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving multiplication and division.

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

Reason about and solve one-variable equations and inequalities.

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

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

Use polynomial identities to solve problems.

Work with radicals and integer exponents.

Represent and analyze quantitative relationships between dependent and independent variables.

Interpret the structure of expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and solve problems involving addition and subtraction.

Generate and analyze patterns.

Use the four operations with whole numbers to solve problems.

Add and subtract within 20.

Gain familiarity with factors and multiples.

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

Solve equations and inequalities in one variable.

Work with addition and subtraction equations.

Represent and solve equations and inequalities graphically.

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

Multiply and divide within 100.

Write and interpret numerical expressions.

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

Understand and apply properties of operations and the relationship between addition and subtraction.
problem_activity: Narrative
The purpose of this activity is for students to add or subtract to find unknown addends within 20. Students will find unknown addends when the total is 20. The known addends may encourage students to think about ways to make a ten and to use the sums and differences that they know (MP7).
MLR7 Compare and Connect.
Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “Why did the different approaches lead to the same outcome? What did the methods have in common? How were they different?”
Advances: Representing, Conversing
Engagement: Develop Effort and Persistence.
Students may benefit from feedback that emphasizes effort and time on task. For example, give feedback on the partner relationship and how students are able to work together to complete a task. Encourage both partners to share ideas and speak up to agree or disagree.
Supports accessibility for: Social-Emotional Functioning, Attention
Required Materials
Materials to Copy
Number Cards 0-19
Required Preparation
Create a set of cards for each group of 2.
Launch
Groups of 2
Give each group a set of cards.
Activity
“Let’s play another game to find unknown addends.”
Select a volunteer to be your partner.
“Partner A will draw a card and hold it on their forehead without looking.”
Prompt the volunteer to demonstrate.
“Partner B names a number that you can add to the number on the card to get to 20.”
Think aloud finding and naming the number.
“Partner A then names the number they are holding on their head.”
Prompt the volunteer to find the number.
“Check your work and write an equation to represent how you found an unknown addend in the turn. Share your equation with your partner. Switch roles and play again.”
12 minutes: partner work time
Monitor for students who:
use place value reasoning or look to make 10
use known addition or subtraction facts
make equivalent, but easier sums or differences
Student Facing
Directions:
Partner A holds a card on their forehead without looking.
Partner B names the number that you can add to the number on the card to get 20.
Partner A says the number on their card.
Record an equation to represent how you found the unknown addend.
| my equations | my partner’s equations |
|--------------|------------------------|
|              |                        |
|              |                        |
|              |                        |
|              |                        |
|              |                        |
|              |                        |
|              |                        |
|              |                        |
|              |                        |
|              |                        |
Student Response
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for free access to Student Response.
Activity Synthesis
“Mai thought of trying to make 2 tens. What number needs to be added to 12 to make 2 tens?”
“What other methods did you use to find the unknown addend?”
Invite previously identified students to share methods.
“Pull out the number cards for 0–9, as you will use them in the next activity.”


correct_option_index: 23