few_shots: Example:
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"
}

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

K
options: Use random sampling to draw inferences about a population.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Summarize and describe distributions.

Summarize, represent, and interpret data on a single count or measurement variable.

Understand independence and conditional probability and use them to interpret data.

Calculate expected values and use them to solve problems.

Investigate patterns of association in bivariate data.

Use probability to evaluate outcomes of decisions.

Develop understanding of statistical variability.

Investigate chance processes and develop, use, and evaluate probability models.

Understand and evaluate random processes underlying statistical experiments.

Interpret linear models.

Draw informal comparative inferences about two populations.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
problem_activity: Warm-up
The purpose of this warm-up is for students to choose the more likely event based on their intuition about the possible outcomes of two chance experiments. The activities in this lesson that follow define probability and give ways to compute numerical values for the probability of chance events such as these.
Launch
Arrange students in groups of 2. Give students 1 minute of quiet work time followed by time to share their response with a partner. Follow with a whole-class discussion.
Student Facing
Which game would you choose to play? Explain your reasoning.
Game 1: You flip a coin and win if it lands showing heads.
Game 2: You roll a standard number cube and win if it lands showing a number that is divisible by 3.
Student Response
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Anticipated Misconceptions
Some students may have trouble comparing
\(\frac{1}{2}\)
and
\(\frac{2}{6}\)
. Review how to compare fractions with these students.
Some students may struggle with the wording of the second game. Help them understand what it means for a number to be divisible by a certain number and consider providing them with a standard number cube to examine the possible values.
Activity Synthesis
Have partners share their answers and display the results for all to see. Select at least one student for each answer provided to give a reason for their choice.
If no student mentions it, explain that the number of possible outcomes that count as a win and the number of total possible outcomes are both important to determining the likelihood of an event. That is, although there are two ways to win with the standard number cube and only one way to win on the coin, the greater number of possible outcomes in the second game makes it less likely to provide a win.


correct_option_index: 9