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:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Standard options: 
A. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
B. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
C. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
{
  "explanation": "By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.",
  "answer": "B"
}

Example 3:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Standard options: 
A. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
B. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
C. Fluently multiply multi-digit whole numbers using the standard algorithm.


Your response:
{
  "explanation": "This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.",
  "answer": "C"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K

im_task_000157

3

fl_problem_000674

5
options: Evaluate reports based on data.

Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.

Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.

Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
problem_activity: Task
Background:
Researchers have questioned whether the traditional value of 98.6°F is correct for a typical body temperature for healthy adults. Suppose that you plan to estimate mean body temperature by recording the temperatures of the people in a random sample of 10 healthy adults and calculating the sample mean. How accurate can you expect that estimate to be? In this activity, you will develop a margin of error that will help you to answer this question.
Let's assume for now that body temperature for healthy adults follows a normal distribution with mean 98.6 degrees and standard deviation 0.7 degrees.  Here are the body temperatures for one random sample of 10 healthy adults from this population:
{"table": [{"tbody": [{"tr": [{"td": [{"p": [{"_value": "97.73"}]}, {"p": [{"_value": "98.76"}]}, {"p": [{"_value": "98.27"}]}, {"p": [{"_value": "99.95"}]}, {"p": [{"_value": "98.47"}]}, {"p": [{"_value": "98.49"}]}, {"p": [{"_value": "98.97"}]}, {"p": [{"_value": "98.68"}]}, {"p": [{"_value": "99.27"}]}, {"p": [{"_value": "99.25"}]}]}]}]}]}
What is the mean temperature for this sample?
If you were to take a different random sample of size 10, would you expect to get the same value for the sample mean? Explain.
Below is a dot plot of the sample mean body temperature for 100 different random samples of size 10 from a population where the mean temperature is 98.6 degrees.
[IMG]
How many of the samples had sample means that were greater than 98.5 degrees and less than 98.7 degrees?
Based on the dot plot above, if you were to take a different random sample from the population, would you be surprised if you got a sample mean of 98.8 or greater? Explain why or why not.
Which of the following statements is appropriate based on the dot plot of sample means above?
Statement 1:Most random samples of size 10 from the population would result in a sample mean that is within 0.1 degrees of the value of the population mean (98.6).
Statement 2:Most random samples of size 10 from the population would result in a sample mean that is within 0.3 degrees of the value of the population mean (98.6).
Statement 3:Most random samples of size 10 from the population would result in a sample mean that is within 0.5 degrees of the value of the population mean (98.6).
The margin of error associated with an estimate of a population mean can be interpreted as the maximum likely difference between the estimate and the actual value of the population mean for a given sample size.
Explain why 0.45 degrees would be a reasonable estimate of the margin of error when using the sample mean from a random sample of size 10 to estimate the mean body temperature for the population described above.
If you were to use a random sample of size 20 to estimate the population mean, would you expect the estimate to be closer to or farther from the actual value of the population mean than if you had used a random sample of size 10? Would this mean that the margin of error would be less than or greater than the margin of error for a sample of size 10?
Below is a dot plot of the sample mean temperature for 100 different random samples of size 20 from a population with an actual mean temperature of 98.6 degrees. Explain how this dot plot supports your answer in part (g).
[IMG]
Below is a comparative dot plot that shows sample means for 100 random samples for each of the sample sizes 10, 20, 40, and 100.
[IMG]
What is a reasonable estimate of the margin of error for samples of size 20? For samples of size 40? For samples of size 100?
How is the margin of error related to sample size?
In practice, we don’t take many random samples from a population and we don’t know the actual value of the population mean, so we need a way to estimate the margin of error from a single sample.
An estimate of the margin of error based on a single random sample can be obtained by evaluating the following expression
estimated margin of error = \(2 {s \over \sqrt{n}}\)
where s is the sample standard deviation and n is the sample size.
Using the sample at the beginning of this activity, what is the estimated margin of error?
Suppose that a random sample of 50 healthy adults resulted in a sample mean body temperature of \( \overline{x} = 98.2\) degrees and a sample standard deviation of s = 0.65 degrees. Would you consider this evidence that the actual mean temperature for healthy adults is in fact less than 98.6 degrees? (Hint: what is the estimated margin of error?)


correct_option_index: 2