few_shots: Example 1:
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.


Mathematical concept/skill options: 
A. Write and interpret numerical expressions.
B. Generate and analyze patterns.
C. Analyze patterns and relationships.
D. Use properties of operations to generate equivalent expressions.
E. Use the four operations with whole numbers to solve problems.
F. Work with radicals and integer exponents.
G. Solve systems of equations.
H. Represent and solve problems involving multiplication and division.
I. Perform arithmetic operations on polynomials.
J. Understand the relationship between zeros and factors of polynomials.
K. Understand properties of multiplication and the relationship between multiplication and division.
L. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
M. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
N. Use polynomial identities to solve problems.
O. Apply and extend previous understandings of arithmetic to algebraic expressions.
P. Rewrite rational expressions.
Q. Interpret the structure of expressions.
R. Add and subtract within 20.
S. Analyze and solve linear equations and pairs of simultaneous linear equations.
T. Represent and analyze quantitative relationships between dependent and independent variables.
U. Solve equations and inequalities in one variable.
V. Create equations that describe numbers or relationships
W. Reason about and solve one-variable equations and inequalities.
X. Represent and solve equations and inequalities graphically.
Y. Understand solving equations as a process of reasoning and explain the reasoning.
Z. Understand and apply properties of operations and the relationship between addition and subtraction.
AA. Gain familiarity with factors and multiples.
AB. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
AC. Work with addition and subtraction equations.
AD. Multiply and divide within 100.
AE. Work with equal groups of objects to gain foundations for multiplication.
AF. Represent and solve problems involving addition and subtraction.
AG. Write expressions in equivalent forms to solve problems.
AH. Understand the connections between proportional relationships, lines, and linear equations.


Your response:
Thought: This task teaches students to understand addition as putting together counters, or adding to already placed counters.
Answer: AB

Example 2:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
Thought: This problem involves understanding fractions, multiplication, and division.
Answer: A

Example 3:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Your response:
Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Represent and interpret data.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Work with time and money.

Measure lengths indirectly and by iterating length units.

Relate addition and subtraction to length.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Tell and write time.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Geometric measurement: understand concepts of angle and measure angles.

Describe and compare measurable attributes.

Measure and estimate lengths in standard units.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Classify objects and count the number of objects in each category.

Convert like measurement units within a given measurement system.
problem_activity: Narrative
The purpose of this activity is for students to solve two-step problems without the scaffold of having the first step explicitly stated. Students solve in a way that makes sense to them and might use diagrams to help them make sense of the story. In the synthesis, the tape diagram is highlighted.
MLR7 Compare and Connect.
Synthesis: Invite group to prepare a visual display that shows the strategy they used to solve the story problems. Encourage students to include details that will help others interpret their thinking. For example, using labels, notes, diagrams, or drawings. Give students time to investigate each other’s work. During the whole-class discussion, ask students, “What did the representations have in common?”, “How were they different?” and “Did anyone solve the problem the same way, but would explain it differently?”
Advances: Representing, Conversing
Launch
Groups of 2
“With a partner, choose a problem from the first activity to solve. Discuss how the diagram can help you think about the problem.”
4 minutes: partner work time
Activity
“Now you will be solving a few money problems on your own.”
“Use a diagram if it helps you make sense of the story.”
10 minutes: independent work time
Monitor for students who use a diagram to represent and solve the problem about Tyler, Andre, and Noah.
Student Facing
For each problem, show your thinking. Write your final answer using the \$. Use a diagram if it helps.
Mai has \$27, Elena has \$48, and Jada has \$16. How much money do they have altogether?
Tyler has \$45, Andre has \$36, and Noah has \$28. How much less money does Tyler have than Andre and Noah combined?
Lin has \$19. Together, Lin and Han have \$45. Then Han gets \$17 more. How much money does Han have now?
Student Response
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Advancing Student Thinking
If students want to represent the story with a diagram or equation but need support to start, consider asking:
“What is the story about? How could you break the problem into smaller parts?”
“How could you use a diagram or equation to represent the smaller parts?”
Activity Synthesis
Invite previously identified students to share the diagram for comparing Tyler's money to Andre's and Noah's money.
“How does this diagram represent the story?” (It shows Tyler's amount and then the combined amount of Andre and Noah. I can see that Tyler has less than Andre and Noah and that I need to add Andre's amount and Noah's amount and then subtract Tyler's amount from that.)


correct_option_index: 2