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: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
problem_activity: Narrative
The purpose of this activity is for students to practice describing geometric attributes of a quadrilateral with increasing precision by playing a game. Students should be encouraged to ask questions like, “Are all the sides the same length?” rather than, “Is it a square?” to keep the focus on attributes of the quadrilateral rather than the name. As students decide which questions to ask they think about important attributes such as side lengths and angles and have an opportunity to use language precisely (MP6, MP7).
Students will use the quadrilaterals from the previous lesson to hide in the “mystery quadrilateral” folder, but will have a copy of all the shapes in their workbook to support them in asking questions to narrow down the shape. Students can also cover shapes in their workbook with counters as they rule out shapes.
MLR8 Discussion Supports.
Synthesis: Think aloud and use gestures to emphasize the attributes that students use to describe the shapes. For example, trace your finger along the angles and sides of the shape as students describe them.
Advances: Listening, Representing
Engagement: Develop Effort and Persistence.
Check in and provide each group with feedback that encourages collaboration and community.
Supports accessibility for: Social-Emotional Functioning
Required Materials
Materials to Gather
Counters
Folders
Materials from a previous lesson
Required Preparation
Each group of 2 needs a set of quadrilateral cards from the previous lesson.
Each group of 2 will need a folder to hide the card during this activity.
Launch
Groups of 2
“Now you’re going to play Mystery Quadrilateral with your partner. Re-read the directions for the game, then think about some words that may be helpful as you play.” (side, angle, right angle, equal, skinny, tall, slanted)
1 minute: quiet think time
Share and record responses.
Give each group a folder containing a set of the quadrilateral cards from the previous lesson.
“How could you use the images of all the quadrilaterals on your paper as you play?” (They can help me think about questions I could ask. I could mark off quadrilaterals as I figure out that they're not the mystery quadrilateral.)
Give students access to counters and let them know they can be used to cover shapes they want to cross out during the game.
Activity
“Play Mystery Quadrilateral with your partner. Be sure to take turns hiding the shape and guessing the shape.”
10–15 minutes: partner work time
Student Facing
Partner A: Choose a shape from the group of quadrilaterals. Place it in the mystery quadrilateral folder without your partner seeing it.
Partner B: Ask up to 5 “yes” or “no” questions to identify the quadrilateral. Then guess which quadrilateral is the mystery quadrilateral.
Partner A: Show your partner the mystery quadrilateral.
Switch roles and play again.
Student Response
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Activity Synthesis
“What shapes were the easiest to figure out and why?” (W was easy because it was so different with one angle pointing in. X was easy because it was the only square resting on a side.)
“What shapes were the most challenging to ask questions about and why?” (FF was challenging because none of the sides were the same length, and it was hard to get more information with “yes” or “no” questions. M and BB were hard to tell apart because they were so similar and it was hard to figure out what questions to ask.)


correct_option_index: 0