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: Recognize and represent proportional relationships between quantities.

Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
problem_activity: Activity
In this activity, students graph three time-distance relationships along with the one from the previous lesson, “Tyler’s Walk.” One of these is not a proportional relationship, so students must pay close attention to the quantities represented. The purpose of this activity is to give students many opportunities to connect the different features of a graph with parts of the situation it represents. In particular, they attach meaning to any point that is on a graph, and they interpret the meaning of the distance when the time is 1 second as both the constant of proportionality of the relationship and the person’s speed in the context in meters per second. Comparing different but related situations and their graphs supports students as they make sense of the situation.
Digital
Launch
Arrange students in groups of 2–3. Provide access to colored pencils and rulers.
Tell students that this activity is tied to the activity titled "Tyler's Walk" from the previous lesson. All references to Tyler going to the bumper cars come from the statements in that activity.
The digital version has an applet with options to change line colors and hide points. You may want to demonstrate the applet before students use it, perhaps graphing Tyler's data from the previous activity together. Note: the applet can graph lines, rays, or segments. Your class can decide how to represent the data.
Representation: Internalize Comprehension.
Demonstrate and encourage students to use color coding and annotations to highlight connections between representations in a problem. For example, use a different color for each person to highlight the connection between the table, graph, and constant of proportionality.
Supports accessibility for: Visual-spatial processing
Student Facing
Diego, Lin, and Mai went from the ticket booth to the bumper cars.
1. Use each description to complete the table representing that person’s journey.
Diego left the ticket booth at the same time as Tyler. Diego jogged ahead at a steady pace and reached the bumper cars in 30 seconds.
Lin left the ticket booth at the same time as Tyler. She ran at a steady pace and arrived at the bumper cars in 20 seconds.
Mai left the booth 10 seconds later than Tyler. Her steady jog enabled her to catch up with Tyler just as he arrived at the bumper cars.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "Diego's time (seconds)"}, {"_attributes": {"scope": "col"}, "_value": "Diego's distance (meters)"}]}]}], "tbody": [{"tr": [{"td": [{"_value": "0"}, {}]}, {"td": [{"_value": "15"}, {}]}, {"td": [{"_value": "30"}, {"_value": "50"}]}, {"td": [{"_value": "1"}, {}]}]}]}]}
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "Lin's time (seconds)"}, {"_attributes": {"scope": "col"}, "_value": "Lin's distance (meters)"}]}]}], "tbody": [{"tr": [{"td": [{}, {"_value": "0"}]}, {"td": [{}, {"_value": "25"}]}, {"td": [{"_value": "20"}, {"_value": "50"}]}, {"td": [{"_value": "1"}, {}]}]}]}]}
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "Mai's time (seconds)"}, {"_attributes": {"scope": "col"}, "_value": "Mai's distance (meters)"}]}]}], "tbody": [{"tr": [{"td": [{}, {"_value": "0"}]}, {"td": [{}, {"_value": "25"}]}, {"td": [{"_value": "40"}, {"_value": "50"}]}, {"td": [{"_value": "1"}, {}]}]}]}]}
2. Using a different color for each person, draw a graph of all four people’s journeys (including Tyler's from the other day).
Drag the names to the correct lines to label them.
If you choose to, you can use the Paint Brush tool to change the color of each line. Select the tool, click on a color in the palette below the graph, and then click on a line. Click on the Move tool (the arrow) before changing to a new paint brush color.
You can hide any points you create with the checkbox below the graph.
3. Which person is moving the most quickly? How is that reflected in the graph?
Student Response
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for free access to Student Response.
Print
Launch
Arrange students in groups of 2–3. Provide access to colored pencils and rulers.
Tell students that this activity is tied to the activity titled "Tyler's Walk" from the previous lesson. All references to Tyler going to the bumper cars come from the statements in that activity.
The digital version has an applet with options to change line colors and hide points. You may want to demonstrate the applet before students use it, perhaps graphing Tyler's data from the previous activity together. Note: the applet can graph lines, rays, or segments. Your class can decide how to represent the data.
Representation: Internalize Comprehension.
Demonstrate and encourage students to use color coding and annotations to highlight connections between representations in a problem. For example, use a different color for each person to highlight the connection between the table, graph, and constant of proportionality.
Supports accessibility for: Visual-spatial processing
Student Facing
Diego, Lin, and Mai went from the ticket booth to the bumper cars.
Use each description to complete the table representing that person’s journey.
Diego left the ticket booth at the same time as Tyler. Diego jogged ahead at a steady pace and reached the bumper cars in 30 seconds.
Lin left the ticket booth at the same time as Tyler. She ran at a steady pace and arrived at the bumper cars in 20 seconds.
Mai left the booth 10 seconds later than Tyler. Her steady jog enabled her to catch up with Tyler just as he arrived at the bumper cars.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "br": [{}, {}], "_values": ["Diego\u2019s", "time", "(seconds)"]}, {"_attributes": {"scope": "col"}, "br": [{}, {}], "_values": ["Diego\u2019s", "distance", "(meters)"]}]}]}], "tbody": [{"tr": [{"td": [{"_value": "0"}, {}]}, {"td": [{"_value": "15"}, {}]}, {"td": [{"_value": "30"}, {"_value": "50"}]}, {"td": [{"_value": "1"}, {}]}]}]}]}
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "br": [{}, {}], "_values": ["Lin\u2019s", "time", "(seconds)"]}, {"_attributes": {"scope": "col"}, "br": [{}, {}], "_values": ["Lin\u2019s", "distance", "(meters)"]}]}]}], "tbody": [{"tr": [{"td": [{}, {"_value": "0"}]}, {"td": [{}, {"_value": "25"}]}, {"td": [{"_value": "20"}, {"_value": "50"}]}, {"td": [{"_value": "1"}, {}]}]}]}]}
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "br": [{}, {}], "_values": ["Mai\u2019s", "time", "(seconds)"]}, {"_attributes": {"scope": "col"}, "br": [{}, {}], "_values": ["Mai\u2019s", "distance", "(meters)"]}]}]}], "tbody": [{"tr": [{"td": [{}, {"_value": "0"}]}, {"td": [{}, {"_value": "25"}]}, {"td": [{"_value": "40"}, {"_value": "50"}]}, {"td": [{"_value": "1"}, {}]}]}]}]}
Using a different color for each person, draw a graph of all four people’s journeys (including Tyler's from the other day).
[IMG]
Which person is moving the most quickly? How is that reflected in the graph?
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
Write equations to represent each person’s relationship between time and distance.
Student Response
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Activity Synthesis
Students may expect the graphs to intersect because everyone arrives at the same location. However, they did not arrive there at the same time (with the exception of Tyler and Mai). Because all characters traveled the same distance from the ticket booth and no further, the endpoints of their graphs lie on the same horizontal line
\(y = 50\)
, that is, they have the same
\(y\)
-coordinate. The points will vary in position from right to left depending on the number of seconds after Tyler left the ticket booth it took each person to arrive at the bumper cars. Note this features in a whole-class discussion.
The most important goals of the discussion are to attach meaning to any point that is on a graph, and to interpret the meaning of the distance when the time is 1 second as both the constant of proportionality of the relationship and the person’s speed in the context in meters per second.
These questions may be used to facilitate the class discussion:
"For each graph that shows a proportional relationship, what is the constant of proportionality?" (Tyler's was 1.25, Diego’s was
\(1\frac23\)
, Lin’s was 2.5.)
"How did you find them?" (Answers will vary, but students could have divided a
\(y\)
-coordinate by its associated
\(x\)
-coordinate.)
"Where do constants of proportionality occur in the tables, and where do they occur on the graphs?" (They occur in the tables as the values in the second column that correspond to the value of 1 in the first column; on the graphs as the
\(y\)
-coordinate of points where the
\(x\)
-coordinate is 1.)
"Which is the only graph that does not represent a proportional relationship?"
"A classmate argues that Mai's graph must represent a proportional relationship, because she jogged at a steady rate. How do you answer?" (Mai's graph does not pass through the origin, so it does not represent a proportional relationship. That is, the distance she traveled is not proportional to the time elapsed. What does “time elapsed” mean? It is time elapsed since Tyler left the ticket booth. However, distance vs. time elapsed since
Mai
left the ticket booth until she arrived at the bumper cars is a proportional relationship.)


correct_option_index: 0