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: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).)
problem_activity: Narrative
Previously, students matched diagrams and equations to situations with an unknown quantity. Here, they generate such equations, using a letter for the unknown quantity, solve problems, and explain how they know their answers makes sense. Students should be encouraged to use any solving strategy they feel comfortable with. If not yet addressed, mention that any letter can be used for the unknown quantity in their equation.
While this activity is focused on independent practice, encourage students to discuss the problem with a partner if needed. Though the task asks students to write an equation first, students may complete the task in any order that makes sense to them.
Students reason abstractly and quantitatively when they write an equation that represents the situation (MP2). They also practice making sense of a problem and its solution in terms of the context (MP1).
MLR5 Co-Craft Questions:
Keep books or devices closed. Display only the problem stem, without revealing the question, and ask students to write down possible mathematical questions that could be asked about the situation. Invite students to compare their questions before revealing the task. Ask, “What do these questions have in common? How are they different?” Reveal the intended questions for this task and invite additional connections.
Advances: Reading, Writing
Engagement: Develop Effort and Persistence.
Differentiate the degree of difficulty or complexity. Some students may benefit from starting with a familiar example or one with more accessible values before working independently on the three parts to the activity.
Supports accessibility for: Social-Emotional Functioning, Conceptual Processing
Launch
Groups of 2
“Stones are sometimes used to play games. One of the games that can be played with stones is mancala. In mancala, stones are moved from pit to pit and players try to capture the other player's stones. The picture shows a game of mancala in progress.”
“Now we're going to solve a problem about the stones in a game of mancala.”
“What are some ways you will be able to determine if your answer makes sense?” (I can estimate an answer using rounding. I can think about the size of the numbers in the problem.)
Share and record responses.
Activity
“Take some independent time to work on this problem. You can choose to solve the problem first or write the equation first.”
5–7 minutes: independent work time
Monitor for different ways students:
write an equation
represent the problem, such as by using a tape diagram
decide their answer makes sense, such as thinking about the situation or by rounding
Student Facing
Kiran is setting up a game of mancala. He has a jar of 104 stones.
From the jar, he takes 3 stones for each of the 6 pits on his side of the board.
How many stones are in the jar now?
[IMG]
Write an equation to represent the situation. Use a letter for the unknown quantity.
Solve the problem. Explain or show your reasoning.
Explain how you know your answer makes sense.
Student Response
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Advancing Student Thinking
If students don't find a solution to the problem, consider asking:
“What is this problem about? What can be counted or measured in this situation?”
“How could you represent the problem?”
Activity Synthesis
Invite students to share the equations they wrote.
Discuss differences in equations students wrote. Consider asking: “_____ wrote _____ and _____ wrote _____. How are those equations alike and different?” (I used a different letter for my unknown. I wrote
\(3\times6\)
instead of
\(6 \times 3\)
.)
Have several students share different strategies used to solve the problem. Try to feature a student-drawn tape diagram.
Consider asking:
“Did anyone solve the problem in a different way?”
“Did anyone use a tape diagram to solve?”
“How did you know if your answer made sense?”


correct_option_index: 1