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.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response:
{
  "explanation": "In this problem, students work with money in the form of coins.",
  "answer": "N"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Understand independence and conditional probability and use them to interpret data.

Use random sampling to draw inferences about a population.

Summarize and describe distributions.

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

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

Investigate patterns of association in bivariate data.

Develop understanding of statistical variability.

Calculate expected values and use them to solve problems.

Draw informal comparative inferences about two populations.

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

Interpret linear models.

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

Use probability to evaluate outcomes of decisions.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Understand and evaluate random processes underlying statistical experiments.
problem_activity: Activity
The purpose of this activity is to review how to create a scatter plot using technology and come up with a function to model the data. This work is similar to the work in the associated Algebra 1 lesson, but includes more explicit instructions and steps toward analyzing data and choosing an appropriate model (MP4).
Launch
Display the table of data for all to see, and ask students whether they think a linear or exponential model would be a better fit for this data. After a minute of quiet think time, ask a few students to share their reasoning.
If needed, demonstrate using graphing technology to input the given data and create a scatter plot.
If the graphing technology platform you are using allows it, consider showing students how to create sliders. In Desmos, simply type
\(y=mx+c\)
in the expressions list, and then click “all” to add sliders for both
\(m\)
and
\(c\)
. You may need to adjust the maximum value of one or both sliders to be able to use them to create a good model for this data.
Student Facing
In the spring, an agave plant sends up a flower spike. Here are some data collected from an agave plant in a garden in Tucson, AZ, starting on April 2:
[IMG]
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "day"}, {"_attributes": {"scope": "col"}, "_value": "height in inches"}]}]}], "tbody": [{"tr": [{"td": [{"_value": "0"}, {"_value": "17"}]}, {"td": [{"_value": "1"}, {"_value": "23"}]}, {"td": [{"_value": "2"}, {"_value": "29"}]}, {"td": [{"_value": "3"}, {"_value": "37"}]}, {"td": [{"_value": "4"}, {"_value": "45"}]}, {"td": [{"_value": "5"}, {"_value": "52"}]}, {"td": [{"_value": "6"}, {"_value": "62"}]}, {"td": [{"_value": "7"}, {"_value": "70"}]}, {"td": [{"_value": "8"}, {"_value": "80"}]}]}]}]}
Use graphing technology to create a scatter plot, using days as the first coordinate and height as the second coordinate.
Would a linear or exponential model be a better fit for this data?
Create a function that is a good model for the data. If you chose an exponential model, start with the equation
\(y=a \boldcdot b^x\)
and select values for
\(a\)
and
\(b\)
. If you chose a linear model, start with the equation
\(y=mx+c\)
, and select values for
\(m\)
and
\(c\)
.
Graph your equation on that same coordinate plane as your scatter plot. Adjust the numbers you used in the equation to improve your model.
Explain what each number in your equation means in this situation.
Use your model to predict the height of the flower spike on day 10.
Describe any limitations on the domain of the function modeling the data.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Display the scatter plot using technology. Explore some of the different equations students used as a model. Discuss which model is the better fit, and what makes a model a good fit. Invite students to share their responses to the last three questions.


correct_option_index: 11