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:
{
  "explanation": "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: 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.

Extend the properties of exponents to rational exponents.

Represent and model with vector quantities.

Represent complex numbers and their operations on the complex plane.

Use complex numbers in polynomial identities and equations.

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

Use properties of rational and irrational numbers.

Perform arithmetic operations with complex numbers.

Perform operations on matrices and use matrices in applications.

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

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

Perform operations on vectors.

Reason quantitatively and use units to solve problems.
problem_activity: In Class Launch
Use after Unit 4, Lesson 8
Read the situation in the task statement aloud, or ask students to read it to themselves quietly.
Tell students to think about these questions:
“What might be some different ways of giving bonuses?”
“Does anyone have a job and has gotten a raise or a bonus? How are your allowances determined? Do they ever change?”
“What variables should be considered? What information do you need to know about the employees to compute bonuses for each of them?”
Give students a few minutes of quiet think time, then ask them to talk over their ideas with a partner. Finally, ask students to share their ideas with the whole class and record these ideas for all to see.
Ask students if they have any questions about the situation.
If students want to know what type of company it is and what jobs the employees are doing, tell them that they can make up a fake company with specific jobs.
Teacher Instructions
As students are considering the situation, prompt them with the following questions, as necessary:
"What are some variables you should consider?"
"Can you think of mathematically different methods to distribute the money?"
"What information would be helpful to know to compute the bonus for each employee?"
Tell students that they can make up the information they need to compute specific bonuses for 2 different methods and to apply them to the situation. In the proposal, students should compute the specific dollar amount each employee receives as a bonus.
If there is time, encourage students to try generalizing any values they invented to use variables instead.
Student-Facing Statement
A project at a large company was very successful, and the company made more money than expected as a result. Your boss has given you the task of coming up with different methods to distribute bonuses to the 5 employees that directly worked on the project. There is a total of
$
8,000 available to distribute.
The method for distributing the money will be shared with the entire company, so it is important that the employees feel the distribution is fair.
Make a proposal with at least two different methods for your boss to choose from. Describe the advantages and disadvantages of each method. Then give your recommendation and provide an argument in its support.
For each of the methods you propose, which of the five employees is most likely to complain about the method being unfair? How would you justify the method to this employee?
Teacher Instructions
As students are considering the situation, prompt them with the following questions, as necessary:
“Which of these variables should you consider?”
“Can you think of mathematically different methods to distribute the money?”
“What additional information would be helpful to know to compute the bonus for each employee?”
Tell students that they can make up any additional information they need to compute specific bonuses for 2 different methods and to apply them to the situation. In the proposal, students should compute the specific dollar amount each employee receives as a bonus.
If there is time, encourage students to try generalizing any values they invented to use variables instead.
Student-Facing Statement
A project in a large company was very successful, and the company made more money than expected as a result. Your boss has given you the task of coming up with different methods to distribute bonuses to the 5 employees that directly worked on the project. There is a total of
$
8,000 available to distribute.
Here is some information about the employees:
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "employee"}, {"_attributes": {"scope": "col"}, "_value": "job description"}, {"_attributes": {"scope": "col"}, "_value": "hours working on project (per week)"}, {"_attributes": {"scope": "col"}, "_value": "annual salary"}, {"_attributes": {"scope": "col"}, "_value": "job experience"}]}]}], "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "A"}], "td": [{"_value": "receptionist"}, {"_value": "40"}, {"span": [{"_value": "$"}], "_value": "30,000"}, {"_value": "1 year"}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "B"}], "td": [{"_value": "administrative coordinator"}, {"_value": "30"}, {"span": [{"_value": "$"}], "_value": "30,000"}, {"_value": "5 years"}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "C"}], "td": [{"_value": "manager"}, {"_value": "40"}, {"span": [{"_value": "$"}], "_value": "80,000"}, {"_value": "3 years"}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "D"}], "td": [{"_value": "sales representative"}, {"_value": "40"}, {"span": [{"_value": "$"}], "_value": "50,000"}, {"_value": "10 years"}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "E"}], "td": [{"_value": "sales representative"}, {"_value": "20"}, {"span": [{"_value": "$"}], "_value": "20,000"}, {"_value": "2 years"}]}]}]}]}
Make a proposal with at least two different methods for your boss to choose from. Outline the advantages and disadvantages of each method. Then give your recommendation and support your argument.
For each of the methods you propose, which of the five employees is most likely to complain about the method being unfair? How would you justify the method to this employee?


correct_option_index: 13