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: Interpret the structure of expressions.

Understand the relationship between zeros and factors of polynomials.

Rewrite rational expressions.

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

Work with addition and subtraction equations.

Work with radicals and integer exponents.

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

Use the four operations with whole numbers to solve problems.

Solve systems of equations.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

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

Use properties of operations to generate equivalent expressions.

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

Add and subtract within 20.

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

Use polynomial identities to solve problems.

Represent and solve problems involving multiplication and division.

Reason about and solve one-variable equations and inequalities.

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

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

Write expressions in equivalent forms to solve problems.

Represent and solve equations and inequalities graphically.

Write and interpret numerical expressions.

Create equations that describe numbers or relationships

Gain familiarity with factors and multiples.

Solve equations and inequalities in one variable.

Analyze patterns and relationships.

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

Generate and analyze patterns.

Multiply and divide within 100.

Represent and solve problems involving addition and subtraction.

Perform arithmetic operations on polynomials.

Represent and analyze quantitative relationships between dependent and independent variables.
problem_activity: Narrative
The goal of this activity is for students to examine different ways to write the product of a three-digit number and a two-digit number as a sum of partial products. Students match sets of partial products which can be put together to make the full product. Students are provided blank diagrams, familiar from the previous lesson, that they may choose to use to support their reasoning. In the activity synthesis, students relate the expressions and diagrams to equations to prepare them to analyze symbolic notation for partial products in the next activity.
When students relate partial products and diagrams to the product
\(245 \times 35\)
they look for and identify structure (MP7).
MLR8 Discussion Supports.
Display the following sentence frame to support small-group discussion: “I noticed _____ , so I matched . . . .” Encourage students to challenge each other when they disagree.
Advances: Speaking, Conversing
Required Materials
Materials to Copy
Partial Product Expressions
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
Display first image from student book.
“What product does this rectangle represent?” (
\(245 \times 35\)
)
“Today, you are going to take turns with your partner picking expressions that can be added together to give the product
\(245 \times 35\)
. You can use the diagrams to explain your reasoning, if they are helpful.”
Activity
10 minutes: partner work time
Monitor for students who:
use the diagram to determine which expressions they will use.
look at the expressions and think about how they could be used to find the full product.
compute the full product in different ways.
Student Facing
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Take turns picking out a set of expressions that are equal to
\(245 \times 35\)
when added together. Use the diagrams if they are helpful.
Explain how you know the sum of your expressions is equal to
\(245 \times 35\)
.
What is the value of
\(245 \times 35\)
? Explain or show your reasoning.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Advancing Student Thinking
If students do not choose correct expressions to represent a sum that is equal to
\(245 \times 35\)
, refer to one of the empty boxes in the diagram and ask, “Which multiplication expression represents this partial product?”
Activity Synthesis
Invite previously selected students to share their strategies. As students share, record their reasoning with equations.
Display:
\(245 \times 30 + 245 \times 5  = 245 \times 35\)
“How do you know this equation is true?” (I can put the 30 and 5 together since they are both multiplied by 245. I see that
\(245 \times 30\)
is the top part of the diagram and
\(245 \times 5\)
is the bottom part. Together that’s the whole diagram.)


correct_option_index: 23