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: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
problem_activity: Activity
This activity is an opportunity to put together the learning of the past several lessons: correspondences between tape diagrams, equations, and stories, and using representations to reason about a solution. The focus of this activity is still contrasting the two main types of equations that students encounter in this unit.
Launch
Keep students in the same groups. 5 minutes of quiet work time followed by sharing with a partner and a whole-class discussion.
Representation: Internalize Comprehension.
Provide appropriate reading accommodations and supports to ensure students access to written directions, word problems, and other text-based content.
Supports accessibility for: Language; Conceptual processing
Reading, Representing: MLR6 Three Reads.
Use this routine with the first story to support students’ understanding of the situation and how to represent it with a tape diagram or equation. Use the first read to orient students to the situation (Lin and volunteers are hanging flyers at school). Use the second read to identify the important quantities (number of volunteers, number of flyers each). After the third read, ask students to brainstorm how the situation can be represented in a tape diagram or equation. This will help students make connections between equations and diagrams and understand the language of a situation that will distinguish which form of and equation would be an appropriate representation.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
[IMG]
Story 1: Lin had 90 flyers to hang up around the school. She gave 12 flyers to each of three volunteers. Then she took the remaining flyers and divided them up equally between the three volunteers.
Story 2: Lin had 90 flyers to hang up around the school. After giving the same number of flyers to each of three volunteers, she had 12 left to hang up by herself.
Which diagram goes with which story? Be prepared to explain your reasoning.
In each diagram, what part of the story does the variable represent?
Write an equation corresponding to each story. If you get stuck, use the diagram.
Find the value of the variable in the story.
Student Response
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Student Facing
Are you ready for more?
A tutor is starting a business. In the first year, they start with 5 clients and charge $10 per week for an hour of tutoring with each client. For each year following, they double the number of clients and the number of hours each week. Each new client will be charged 150% of the charges of the clients from the previous year.
Organize the weekly earnings for each year in a table.
Assuming a full-time week is 40 hours per week, how many years will it take to reach full time and how many new clients will be taken on that year?
After reaching full time, what is the tutor’s annual salary if they take 2 weeks of vacation?
Is there another business model you’d recommend for the tutor? Explain your reasoning.
Student Response
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for free access to Extension Student Response.
Activity Synthesis
For each story, select 1 or more groups to present the matching diagram, their equation, and their solution method. Possible questions to ask:
“How were the diagrams alike? How were they different?” (They have the same numbers and a letter. One has 3 equal groups and an extra bit, the other just has 3 equal groups, but each group is a sum.)
“How were the stories alike? How were they different?” (They were both about distributing 90 flyers. In one story, Lin makes a series of moves to each volunteer. In the other story, she gives each volunteer the same amount, but then there are some left over.)
“What parts of the story made you think that one diagram represented it?”
“Explain how you reasoned about the story, diagram, or equation to find the value of the variable.”


correct_option_index: 0