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.


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"
}

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
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
{
  "explanation": "This problem involves understanding fractions, multiplication, and division.",
  "answer": "A"
}

Example 3:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Your response:
{
  "explanation": "This problem applies trigonometric identities, including the angle addition formula for cosine.",
  "answer": "A"
}

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

K

fl_problem_001097

7

fl_problem_001894

HS_0
options: Reason with shapes and their attributes.

Understand congruence in terms of rigid motions.

Prove theorems involving similarity.

Explain volume formulas and use them to solve problems.

Find arc lengths and areas of sectors of circles.

Prove geometric theorems.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Apply geometric concepts in modeling situations.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Translate between the geometric description and the equation for a conic section.

Classify two-dimensional figures into categories based on their properties.

Apply trigonometry to general triangles.

Understand and apply theorems about circles.

Experiment with transformations in the plane.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Analyze, compare, create, and compose shapes.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Make geometric constructions.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Define trigonometric ratios and solve problems involving right triangles.

Visualize relationships between two-dimensional and three-dimensional objects.

Understand similarity in terms of similarity transformations.

Understand and apply the Pythagorean Theorem.

Solve real-world and mathematical problems involving area, surface area, and volume.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Use coordinates to prove simple geometric theorems algebraically.
problem_activity: Activity
This task culminates in writing a formula for the area of triangles. By now students are likely to have developed the intuition that the area of a triangle is half of that of a parallelogram with the same base and height. This activity encapsulates that work in an algebraic expression.
Students first find the areas of several triangles given base and height measurements. They then generalize the numerical work to arrive at an expression for finding the area of any triangle (MP8).
If needed, remind students how they reasoned about the area of triangles in the previous lesson (i.e. by composing a parallelogram, enclosing with one or more rectangles, etc.). Encourage them to refer to their previous work and use tracing paper as needed. Students might write
\(b \boldcdot h \div 2\)
or
\(b \boldcdot h \boldcdot \frac12\)
as the expression for the area of any triangle. Any equivalent expression should be celebrated.
At the end of the activity, consider giving students a chance to reason more abstractly and deductively, i.e., to think about why the expression
\(b \boldcdot h \div 2\)
would hold true for all triangles. See Activity Synthesis for prompts and diagrams that support such reasoning.
Launch
Arrange students in groups of 2–3. Explain that they will now find the area of some triangles using what they know about base-height pairs in triangles and the relationships between triangles and parallelograms.
Give students 5–6 minutes to complete the activity and access to geometry toolkits, especially tracing paper. Ask them to find the area at least a couple of triangles independently before discussing with their partner(s).
Student Facing
For each triangle:
Identify a base and a corresponding height, and record their lengths in the table.
Find the area of the triangle and record it in the last column of the table.
[IMG]
{"table": [{"_attributes": {"border": "1", "cellpadding": "1", "cellspacing": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "triangle"}, {"_attributes": {"scope": "col"}, "_value": "base (units)"}, {"_attributes": {"scope": "col"}, "_value": "height (units)"}, {"_attributes": {"scope": "col"}, "_value": "area (square\u00a0units)"}]}]}], "tbody": [{"tr": [{"td": [{"strong": [{"_value": "A"}]}, {}, {}, {}]}, {"td": [{"strong": [{"_value": "B"}]}, {}, {}, {}]}, {"td": [{"strong": [{"_value": "C"}]}, {}, {}, {}]}, {"td": [{"strong": [{"_value": "D"}]}, {}, {}, {}]}, {"td": [{"strong": [{"_value": "any triangle"}]}, {"span": [{"_attributes": {"class": ["math", "math-repaired"], "data-png-file-id": "88"}, "_value": "\\(b\\)"}]}, {"span": [{"_attributes": {"class": ["math", "math-repaired"], "data-png-file-id": "55"}, "_value": "\\(h\\)"}]}, {}]}]}]}]}
In the last row, write an expression for the area of any triangle, using
\(b\)
and
\(h\)
.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may not be inclined to write an expression using the variables
\(b\)
and
\(h\)
and instead replace the variables with numbers of their choice. Ask them to reflect on what they did with the numbers for the first four triangles. Then, encourage them to write the same operations but using the letters
\(b\)
and
\(h\)
rather than numbers.
Activity Synthesis
Select a few students to share their expression for finding the area of any triangle. Record each expression for all to see.
To give students a chance to reason logically and deductively about their expression, ask, “Can you explain why this expression is true for
any
triangle?”
Display the following diagrams for all to see. Give students a minute to observe the diagrams. Ask them to choose one that makes sense to them and use that diagram to explain or show in writing that the expression
\(b \boldcdot h \div 2\)
works for finding the area of any triangle. (Consider giving each student an index card or a sheet of paper on which to write their reasoning so that their responses could be collected, if desired.)
[IMG]
When dealing only with the variables
\(b\)
and
\(h\)
and no numbers, students are likely to find Jada's and Lin's diagrams more intuitive to explain. Those choosing to use Elena's diagram are likely to suggest moving one of the extra triangles and joining it with the other to form a non-rectangular parallelogram with an area of
\(b \boldcdot h\)
. Expect students be less comfortable reasoning in abstract terms than in concrete terms. Prepare to support them in piecing together a logical argument using only variables.
If time permits, select students who used different diagrams to share their explanation, starting with the most commonly used diagram (most likely Jada's). Ask other students to support, refine, or disagree with their arguments. It time is limited, consider collecting students' written responses now and discussing them in an upcoming lesson.
Representation: Develop Language and Symbols.
Create a display of important terms and concepts. Invite students to suggest language or diagrams to include that will support their understanding. Include the following terms and maintain the display for reference throughout the unit: opposite vertex, base (of a triangle), height (of a triangle), and formula for finding area.
Supports accessibility for: Memory; Language
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion when students share their expressions for finding the area of any triangle. Provide students with 1–2 minutes of quiet think time to begin to consider why their expression is true for any triangle, before they continue work with a partner to complete their response. Select 1 or 2 pairs of students to share with the class, then call on students to restate their peers' reasoning. This will give more students the chance to use language to interpret and describe expressions for the area of triangles.
Design Principle(s): Support sense-making; Maximize meta-awareness


correct_option_index: 24