few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Standard options: 
A. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
B. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?


Your response:
{
  "explanation": "In this activity, students write word problems that compare coin amounts.",
  "answer": "B"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_center_000269

2
options: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)

Interpret multiplication as scaling (resizing), by:
- Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
- Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
problem_activity: Narrative
The purpose of this activity is for students to apply what they have learned in this section to compare a number to the product of that number with a fraction. There are two cases where the fraction has a value of 1. Students may identify that the value of the fraction is 1 and use what they know about multiplying a number by 1. They may also use their knowledge of how to multiply fractions and the calculations for these products have been made simpler so that students can find the product to make the comparison. For the other problems, the numbers are sufficiently complex that the most efficient way to compare is to think about the size of the factors.
MLR1 Stronger and Clearer Each Time.
Synthesis: Before the whole-class discussion, give students time to meet with 2–3 partners to share and get feedback on their response to whether the expressions are
\(<\)
,
\(>\)
, or
\(=\)
. Invite listeners to ask questions, to press for details and to suggest mathematical language. Give students 2–3 minutes to revise their written explanation based on the feedback they receive.
Advances: Writing, Speaking, Listening
Launch
Groups of 2
Activity
1–2 minutes: quiet think time
10–12 minutes: partner work time
For the expressions
\(\frac{1}{4} \times \frac{5}{5}\)
and
\(\frac{10}{10} \times \frac{1}{2}\)
monitor for students who calculate the products and for students who reason about the size of the factors.
Student Facing
Write
\(<\)
,
\(>\)
, or
\(=\)
in each blank to make true statements.
Choose one problem and explain or show your reasoning.
\(567 \, \underline{\hspace{0.7cm}} \,345 \times 567\)
\(\frac{4}{5} \times 851 \, \underline{\hspace{0.7cm}} \, 851\)
\(\frac{1}{4} \, \underline{\hspace{0.7cm}} \, \frac{5}{5} \times \frac{1}{4}\)
\(\frac{103}{104} \, \underline{\hspace{0.7cm}} \, \frac{103}{104} \times \frac{103}{104}\)
\(\frac{99}{8} \times \frac{23}{22} \, \underline{\hspace{0.7cm}} \, \frac{99}{8}\)
\(\frac{10}{10} \times \frac{1}{2} \, \underline{\hspace{0.7cm}} \, \frac{1}{2}\)
\(\frac{100}{7} \times \frac{9}{13} \, \underline{\hspace{0.7cm}} \, \frac{9}{13}\)
Student Response
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Activity Synthesis
Invite students to share their solution for comparing
\(\frac{10}{10} \times \frac{1}{2}\)
and
\(\frac{1}{2}\)
.
“How do you know that
\(\frac{10}{20} = \frac{1}{2}\)
?” (If you cut the half into 10 equal pieces then you get 10 pieces and there are 20 in the whole.)
“Can you use the equation
\(\frac{10}{10} = 1\)
to see that
\(\frac{10}{10} \times \frac{1}{2} = \frac{1}{2}\)
?” (Yes, because 1 times any number is that same number.)
Invite students to share their solution for comparing
\(\frac{103}{104}\)
and
\(\frac{103}{104} \times \frac{103}{104}\)
.
“Did you find the product to compare?” (No, the numbers are big so it would have taken a long time.)
“What did you do to compare the numbers?” (I know that
\(\frac{103}{104}\)
is less than 1, it’s
\(1 - \frac{1}{104}\)
. So when I multiply it by any number I get less than that number.)


correct_option_index: 3