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 model with vector quantities.

Perform operations on vectors.

Perform operations on matrices and use matrices in applications.

Perform arithmetic operations with complex numbers.

Reason quantitatively and use units to solve problems.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Extend the properties of exponents to rational exponents.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Use complex numbers in polynomial identities and equations.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Apply and extend previous understandings of numbers to the system of rational numbers.

Compute fluently with multi-digit numbers and find common factors and multiples.

Represent complex numbers and their operations on the complex plane.

Use properties of rational and irrational numbers.
problem_activity: Activity
The purpose of this activity is for students to use the four operations on rational numbers solve a problem about water in a tank. The activity presents another example where negative time is used; this time to describe before a sensor starts working. Students examine the change as a separate column before using the starting point to model the draining of the tank.
Students who see that they are doing the same computations over and over and see that the structure of the expression is the same every time are expressing regularity in repeated reasoning (MP8). Monitor for different explanations for the last question.
Launch
Arrange students in groups of 2. Give students 4 minutes of quiet work time, followed by partner and whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. For example, after students have completed the first 2-3 rows of the first table, check-in with either select groups of students or the whole class. Invite students to share how they have applied generalizations from previous lessons about using the four operations on rational numbers so far.
Supports accessibility for: Conceptual processing; Organization; Memory
Student Facing
A tank of water is being drained. Due to a problem, the sensor does not start working until some time into the draining process. The sensor starts its recording at time zero when there are 770 liters in the tank.
Given that the drain empties the tank at a constant rate of 14 liters per minute, complete the table:
| time after sensor                       starts (minutes) | change in                       water (liters) |         expression         | water in the                       tank (liters) |
|----------------------------------------------------------|------------------------------------------------|----------------------------|--------------------------------------------------|
|                            0                             |                       0                        |  \(770 + (0) (\text-14)\)  |                       770                        |
|                            1                             |                      -14                       | \(770 + (1)  (\text-14) \) |                       756                        |
|                            5                             |                      -70                       |                            |                                                  |
|                            10                            |                                                |                            |                                                  |
Later, someone wants to use the data to find out how long the tank had been draining before the sensor started. Complete this table:
| time after sensor                       starts (minutes) | change in                       water (liters) |            expression            | water in the                       tank (liters) |
|----------------------------------------------------------|------------------------------------------------|----------------------------------|--------------------------------------------------|
|                            1                             |                      -14                       |    \(770 + (1) (\text-14) \)     |                       756                        |
|                            0                             |                       0                        |    \(770 + (0)  (\text-14) \)    |                       770                        |
|                            -1                            |                       14                       | \(770 + (\text-1)  (\text-14) \) |                       784                        |
|                            -2                            |                       28                       |                                  |                                                  |
|                            -3                            |                                                |                                  |                                                  |
|                            -4                            |                                                |                                  |                                                  |
|                            -5                            |                                                |                                  |                                                  |
If the sensor started working 15 minutes into the tank draining, how much was in the tank to begin with?
Student Response
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Anticipated Misconceptions
The last question might be hard for students because they have had the table to support calculating the answers.  Ask students how can they use the previous entries in the table to help them calcualte the answer?  What is something they see changing in the expressions in the table that would change in this question?
Activity Synthesis
Make sure students have filled out the tables appropriately. Select students to share their reasoning for the last one.
Speaking, Representing: MLR7 Compare and Connect.
Use this routine when students share their strategies for completing the table. Ask students to consider what is the same and what is different about the structure of each expression. Draw students’ attention to the connection between representations (e.g., “Where do you see the change in water in your expression?”, "How are do repeated computations appear in the expression?"). These exchanges strengthen students’ mathematical language use and reasoning with different representations.
Design Principle(s): Support sense-making; Maximize meta-awareness


correct_option_index: 7