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:
{
  "explanation": "This task teaches students to understand addition as putting together counters, or adding to already placed counters.",
  "answer": "AB"
}

Example 2:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
{
  "explanation": "This problem involves understanding fractions as numbers by comparing their quantities.",
  "answer": "F"
}

Example 3:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Your response:
{
  "explanation": "This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.",
  "answer": "G"
}

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

K

im_task_000157

3

fl_problem_000674

5
options: Find arc lengths and areas of sectors of circles.

Use coordinates to prove simple geometric theorems algebraically.

Experiment with transformations in the plane.

Apply trigonometry to general triangles.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Understand congruence in terms of rigid motions.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Reason with shapes and their attributes.

Make geometric constructions.

Explain volume formulas and use them to solve problems.

Classify two-dimensional figures into categories based on their properties.

Solve real-world and mathematical problems involving area, surface area, and volume.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Understand and apply theorems about circles.

Analyze, compare, create, and compose shapes.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Apply geometric concepts in modeling situations.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Prove geometric theorems.

Translate between the geometric description and the equation for a conic section.

Prove theorems involving similarity.

Understand similarity in terms of similarity transformations.

Define trigonometric ratios and solve problems involving right triangles.

Visualize relationships between two-dimensional and three-dimensional objects.

Understand and apply the Pythagorean Theorem.
problem_activity: Activity
The purpose of this task is to use rigid transformations to describe an important picture that students have seen in grade 6 when they developed the formula for the area of a triangle. They first found the area of a parallelogram to be
\(\text{base} \boldcdot \text{height}\)
and then, to find
\(\frac{1}{2}\text{base} \boldcdot \text{height}\)
for the area of a triangle, they “composed” two copies of a triangle to make a parallelogram. The language “compose” is a grade 6 appropriate way of talking about a
\(180^\circ\)
rotation. The focus of this activity is on developing this precise language to describe a familiar geometric situation.
Students need to remember and use an important property of 180 degree rotations, namely that the image of a line after a 180 degree rotation is parallel to that line. This is what allows them to conclude that the shape they have built is a parallelogram (MP7).
Launch
Arrange students in groups of 2. Provide access to geometry toolkits. A few minutes of quiet work time, followed by sharing with a partner and a whole-class discussion.
Action and Expression: Internalize Executive Functions.
To support development of organizational skills, check in with students within the first 2–3 minutes of work time. Look for students who struggle with visualizing the 180 degree rotation using center
\(M\)
. Consider pausing for a brief discussion to invite 1–2 pairs of students to demonstrate and explain how to do the rotation.
Supports accessibility for: Memory; Organization
Student Facing
Here is triangle
\(ABC\)
.
Draw midpoint
\(M\)
of side
\(AC\)
.
Rotate triangle
\(ABC\)
180 degrees using center
\(M\)
to form triangle
\(CDA\)
. Draw and label this triangle.
What kind of quadrilateral is
\(ABCD\)
? Explain how you know.
[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?
In the activity, we made a parallelogram by taking a triangle and its image under a 180-degree rotation around the midpoint of a side. This picture helps you justify a well-known formula for the area of a triangle. What is the formula and how does the figure help justify it?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students may struggle to see the
\(180^\circ\)
rotation using center
\(M\)
. This may be because they do not understand that
\(M\)
is the center of rotation or because they struggle with visualizing a
\(180^\circ\)
rotation. Offer these students patty paper, a transparency, or the rotation overlay from earlier in this unit to help them see the rotated triangle.
Activity Synthesis
Begin the discussion by asking, "What happens to points
\(A\)
and
\(C\)
under the rotation?" (They end up at
\(C\)
and
\(A\)
, respectively.) This type of rotation and analysis will happen several times in upcoming lessons.
Next ask, "How do you know that the lines containing opposite sides of
\(ABCD\)
are parallel?" (They are taken to one another by a 180 degree rotation.) As seen in the previous lesson, the image of a
\(180^\circ\)
rotation of a line
\(\ell\)
is parallel to
\(\ell\)
. Students also saw that when
\(180^\circ\)
rotations were applied to a
pair
of parallel lines it resulting in a (sometimes) new pair of parallel lines which are also parallel to the original lines. The logic here is the same, except that only one line is being rotated
\(180^\circ\)
rather than a pair of lines. This does not need to be mentioned unless it is brought up by students.
Finally, ask students "How is the area of parallelogram
\(ABCD\)
is related to the area of triangle
\(ABC\)
?" (The area of the parallelogram
\(ABCD\)
is twice the area of triangle
\(ABC\)
because it is made up of
\(ABC\)
and
\(CDA\)
which has the same area as
\(ABC\)
.) Later in this unit, area of shapes and their images under rigid transformations will be studied further.
Writing, Speaking: Math Language Routine 1 Stronger and Clearer Each Time.
This is the first time Math Language Routine 1 is suggested as a support in this course. In this routine, students are given a thought-provoking question or prompt and are asked to create a first draft response. Students meet with 2–3 partners to share and refine their response through conversation. While meeting, listeners ask questions such as, “What did you mean by . . .?” and “Can you say that another way?” Finally, students write a second draft of their response reflecting ideas from partners and improvements on their initial ideas. The purpose of this routine is to provide a structured and interactive opportunity for students to revise and refine their ideas through verbal and written means.
Design Principle(s): Optimize output (for justification)
How It Happens:
Use this routine to provide students a structured opportunity to refine their justification for the question asking “What kind of quadrilateral is
\(ABCD\)
? Explain how you know.” Give students 2–3 minutes to individually create first draft responses in writing.
Invite students to meet with 2–3 other partners for feedback.
Instruct the speaker to begin by sharing their ideas without looking at their written draft, if possible. Listeners should press for details and clarity.
Provide students with these prompts for feedback that will help individuals strengthen their ideas and clarify their language: “What do you mean when you say...?”, “Can you describe that another way?”, “How do you know the lines are parallel?”, and “What happens to lines under rotations?” Be sure to have the partners switch roles. Allow 1–2 minutes to discuss.
Signal for students to move on to their next partner and repeat this structured meeting.
Close the partner conversations and invite students to revise and refine their writing in a second draft. Students can borrow ideas and language from each partner to strengthen the final product.
Provide these sentence frames to help students organize their thoughts in a clear, precise way: “Quadrilateral
\(ABCD\)
is a ____ because.…” and “Another way to verify this is.…”.
Here is an example of a second draft:
“
\(ABCD\)
is a parallelogram, I know this because a 180-degree rotation creates new lines that are parallel to the original lines. In this figure, the 180-degree rotation takes line
\(AB\)
to line
\(CD\)
and line
\(BC\)
to line
\(AD\)
. I checked this by copying the triangle onto patty paper and rotating it 180 degrees. This means the new shape will have two pairs of parallel sides. Quadrilaterals that have two pairs of parallel sides are called parallelograms.”
If time allows, have students compare their first and second drafts. If not, have the students move on by discussing other aspects of the activity.


correct_option_index: 13