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.


Standard options: 
A. Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
B. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
C. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
D. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
E. Fluently add and subtract within 5.


Your response:
Thought: This task involves representing addition with objects such as number cards and dice.
Answer: A

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
$$-\frac{1}{4}$$


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Your response:
Thought: This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).
Answer: B

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


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Your response:
Thought: An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation. Solving this problem does not require use of the Pythagorean identity.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Fluently divide multi-digit numbers using the standard algorithm.

Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
problem_activity: Optional activity
In this activity, students use symbols and diagrams to find a sum that requires regrouping of base-ten units. Use this activity to give students more explicit instruction on how to bundle smaller units into a larger one and additional practice on using addition algorithm to add decimals.
Again, consider having physical base-ten blocks, a paper version of the base-ten figures, or this digital applet
ggbm.at/n9yaWPQj
available as alternatives to diagram drawing, or to more concretely illustrate the idea of bundling and unbundling.
Digital
Launch
Arrange students in groups of 2. Give groups 4–5 minutes to discuss and answer the first question, and then 7–8 minutes of quiet time to complete the remaining questions. Provide access to base-ten representations, if needed.
[IMG]
Classes using the digital activities have an interactive applet with virtual blocks. Note that the applet can only represent ones, tenths, and hundredths, so the pieces are large enough to manipulate. To use the bundling and unbundling features, the pieces must be aligned on the light blue grids. To bring a piece into the workspace, select one of the green tool icons and then click on the workspace. To move it, you must click on the Move tool
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organization and problem solving. For example, present one question at a time and monitor students to ensure they are making progress throughout the activity.
Supports accessibility for: Organization; Attention
Student Facing
Here are two ways to calculate the value of
\(0.26 + 0.07\)
. In the diagram, each rectangle represents 0.1 and each square represents 0.01.
[IMG]
Use what you know about base-ten units and addition of base-ten numbers to explain:
Why ten squares can be “bundled” into a rectangle.
How this “bundling” is reflected in the computation.
The applet has tools that create each of the base-ten blocks. Select a Block tool, and then click on the screen to place it.
[IMG]
One
[IMG]
Tenth
[IMG]
Hundredth
Click on the Move tool when you are done choosing blocks.
[IMG]
Find the value of
\(0.38 + 0.69\)
by drawing a diagram. Can you find the sum without bundling? Would it be useful to bundle some pieces? Explain your reasoning.
Calculate
\(0.38 + 0.69\)
. Check your calculation against your diagram in the previous question.
Find each sum. The larger square represents 1, the rectangle represents 0.1, and the smaller square represents 0.01.
[IMG]
[IMG]
Student Response
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for free access to Student Response.
Print
Launch
Arrange students in groups of 2. Give groups 4–5 minutes to discuss and answer the first question, and then 7–8 minutes of quiet time to complete the remaining questions. Provide access to base-ten representations, if needed.
[IMG]
Classes using the digital activities have an interactive applet with virtual blocks. Note that the applet can only represent ones, tenths, and hundredths, so the pieces are large enough to manipulate. To use the bundling and unbundling features, the pieces must be aligned on the light blue grids. To bring a piece into the workspace, select one of the green tool icons and then click on the workspace. To move it, you must click on the Move tool
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organization and problem solving. For example, present one question at a time and monitor students to ensure they are making progress throughout the activity.
Supports accessibility for: Organization; Attention
Student Facing
Here are two ways to calculate the value of
\(0.26 + 0.07\)
. In the diagram, each rectangle represents 0.1 and each square represents 0.01.
[IMG]
Use what you know about base-ten units and addition to explain:
Why ten squares can be “bundled” into a rectangle.
How this “bundling” is represented in the vertical calculation.
Find the value of
\(0.38 + 0.69\)
by drawing a diagram. Can you find the sum without bundling? Would it be useful to bundle some pieces? Explain your reasoning.
Calculate
\(0.38 + 0.69\)
. Check your calculation against your diagram in the previous question.
Find each sum. The larger square represents 1.
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
A distant, magical land uses jewels for their bartering system. The jewels are valued and ranked in order of their rarity. Each jewel is worth 3 times the jewel immediately below it in the ranking. The ranking is red, orange, yellow, green, blue, indigo, and violet. So a red jewel is worth 3 orange jewels, a green jewel is worth 3 blue jewels, and so on.
If you had 500 violet jewels and wanted to trade so that you carried as few jewels as possible, which jewels would you have?
Suppose you have 1 orange jewel, 2 yellow jewels, and 1 indigo jewel. If you’re given 2 green jewels and 1 yellow jewels, what is the fewest number of jewels that could represent the value of the jewels you have?
Student Response
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for free access to Extension Student Response.
Anticipated Misconceptions
If students have difficulty drawing the diagrams to represent bundling, it might be helpful for them to work with actual base-ten blocks, paper printouts of base-ten blocks, or digital base-ten blocks so that they can physically trade 10 hundredths for 1 tenth or 10 tenths for 1 whole.
Activity Synthesis
Focus the whole-class debriefing on the idea of choosing appropriate tools to solve a problem, which is an important part of doing mathematics (MP5). Highlight how drawings can effectively help us understand what is happening when we add base-ten numbers before moving on to a more generalized method. Discuss:
“In which place(s) did bundling happen when adding 0.38 and 0.69?” (In the hundredth and tenth places.) “Why?” (There is a total of 17 hundredths, and 10 hundredths can be bundled to make 1 tenth. This 1 tenth is added to the 3 tenths and 6 tenths, which makes 10 tenths. Ten tenths can be bundled into 1 one.)
“How can the bundling process be represented in vertical calculations?” (We can show that the 8 hundredths and 9 hundredths make 1 tenth and 7 hundredths by recording 7 hundredths and writing a 1 above the 3 tenths in 0.38.)
“Which method of calculating is more efficient?” (It depends on the complexity and size of the numbers. The drawings become hard when there are lots of digits or when the digits are large. The algorithm works well in all cases, but it is more abstract and requires that all bundling be recorded in the right places.)
Listening, Speaking, Representing: MLR7 Compare and Connect.
Use this routine when students discuss different ways to calculate and represent decimal sums. Display three different representations for calculating the sum of 6.03 and 0.098 (using base-ten blocks, diagrams, and vertically). Ask students to identify where the bundling occurred and how it is shown in each representation. Draw students’ attention to how the action of bundling is represented. For instance, in the base-ten blocks the pieces are physically joined or traded, in the diagram the hundredths are circled, and in the vertical calculation the “1” is notated. Emphasize the mathematical language used to make sense of the different ways to represent bundling. These exchanges strengthen students' mathematical language use and reasoning.
Design Principle(s): Support sense-making; Maximize meta-awareness


correct_option_index: 1