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:
{
  "explanation": "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:
{
  "explanation": "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:
{
  "explanation": "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: Use the relation i^(2) = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.

Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.

Know there is a complex number i such that i^(2) = –1, and every complex number has the form a + bi with a and b real.
problem_activity: Warm-up
The purpose of this activity is to focus students' attention on the two parts of a complex number: the real part and the imaginary part. This will be useful in the Information Gap, when students will need to be specific about the information they want and to strategize about how to use it (MP1).
Launch
Display the following for all to see:
\((a+bi)-(\underline{\phantom{00}} + \underline{\phantom{00}}i) = \text?\)
Ask, "In order for the result of this subtraction to be a real number, what has to be true about the missing imaginary part of the complex number subtracted from
\(a+bi\)
?" (It has to match the imaginary part of the other expression so it will sum to 0, which means that
\(b\)
must go in the blank.) After quiet think time, invite students to share their thoughts with a partner. Then invite partners to share with the class.
Student Facing
Here are some complex numbers with an unknown difference:
\((10+4i)-(\underline{\phantom{00}} + \underline{\phantom{00}}i) = \text?\)
If the result of this subtraction is a real number, what could the second complex number be?
If the result of this subtraction is an imaginary number, what could the second complex number be?
Student Response
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Activity Synthesis
Ask students to share the expressions they made by filling in the blanks. Highlight what is common about the responses to each question (all responses to the first question have the same imaginary part, and all responses to the second question have the same real part).
Tell students that in the next activity they will continue to reason about the real and imaginary parts of complex numbers based on what they know about how the numbers are combined.


correct_option_index: 0