few_shots: Example:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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:
{
  "explanation": "This task teaches students to understand addition as putting together counters, or adding to already placed counters.",
  "answer": "AB"
}

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

K
options: Work with radicals and integer exponents.

Multiply and divide within 100.

Use the four operations with whole numbers to solve problems.

Represent and analyze quantitative relationships between dependent and independent variables.

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

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

Use properties of operations to generate equivalent expressions.

Use polynomial identities to solve problems.

Generate and analyze patterns.

Represent and solve equations and inequalities graphically.

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

Work with addition and subtraction equations.

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

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

Represent and solve problems involving addition and subtraction.

Solve equations and inequalities in one variable.

Write and interpret numerical expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

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

Analyze patterns and relationships.

Create equations that describe numbers or relationships

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

Reason about and solve one-variable equations and inequalities.

Represent and solve problems involving multiplication and division.

Write expressions in equivalent forms to solve problems.

Add and subtract within 20.

Gain familiarity with factors and multiples.

Interpret the structure of expressions.

Solve systems of equations.

Perform arithmetic operations on polynomials.

Rewrite rational expressions.

Understand the relationship between zeros and factors of polynomials.

Understand solving equations as a process of reasoning and explain the reasoning.
problem_activity: Narrative
The purpose of this activity is for students to visualize and make sense of the context of problems they will solve in the next activity. They will also consider representations that can be used to model the quantities and actions in the situation (MP4) and try creating them. Students will not have time to make a complete representation, so the focus is on making sense of the situation and persevering in finding effective representations (MP1).
Required Materials
Materials to Gather
Coins
Index cards
Paper
Two-color counters
Launch
Groups of 3 or 4
Display the image of the lockers.
“In your small group, discuss what you notice and wonder about the picture.”
1 minute: quiet think time
1 minute: group discussion
Share and record responses. If students are not familiar with lockers, explain that lockers are used to hold students’ coats, books, and backpacks in some schools.
Activity
Read the problem aloud to students.
“Take some time on your own to make sense of the problem. You may want to try to visualize it or reread the problem.”
2 minutes: quiet think time
Give students access to two-color counters, index cards, coins, and other materials that may be helpful to them.
“Based on what you know, create a representation of the problem.”
5 minutes: independent work time
Monitor for and select 3 different representations that:
represent lockers in different ways
show instances of contact with lockers (or of opening and closing)
show correspondence between each student and the lockers touched
Student Facing
The picture shows lockers in a school hallway.
The 20 students in Tyler’s fourth-grade class are playing a game in a hallway that is lined with 20 lockers in a row.
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The first student starts with the first locker and goes down the hallway and opens all the lockers.
The second student starts with the second locker and goes down the hallway and shuts every other locker.
The third student stops at every third locker and opens the locker if it is closed or closes the locker if it is open.
This process continues until all 20 students in the class have touched the lockers.
Create a representation to show what you understand about this problem. Consider:
How does your representation show lockers?
How does your representation keep track of students who touch lockers?
How does your representation show which lockers are open or closed?
Student Response
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Activity Synthesis
While discussing each representation, ask students:
“Where are the lockers in this representation?” (Numbers or pictures used to indicate lockers)
“How can we tell if a locker is open or closed in this representation?” (Symbols or colors used to indicate open or closed)
“How does this representation show which student is touching the lockers?” (Students and their actions listed in a table or a T-chart)
“In the next activity, you will answer questions about the game. You may use your representation or one shared by a classmate to help you think through the problems.”


correct_option_index: 27