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: Summarize and describe distributions.

Develop understanding of statistical variability.

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

Investigate patterns of association in bivariate data.

Interpret linear models.

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

Understand and evaluate random processes underlying statistical experiments.

Use probability to evaluate outcomes of decisions.

Use random sampling to draw inferences about a population.

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

Draw informal comparative inferences about two populations.

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

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

Calculate expected values and use them to solve problems.

Understand independence and conditional probability and use them to interpret data.
problem_activity: Activity
A scatter plot is shown and the points interpreted in context. Later, a linear model is graphed with the scatter plot to help students see an obvious outlier (MP7). In the discussion, the term outlier is introduced.
Digital
Launch
[IMG]
Ask students, “What do you notice? What do you wonder?” Ideally, they will notice that these are pictures of a foot of three different people. All three feet are approximately the same length but different widths. Tell students that all of these feet are a size 8. However, they wouldn’t all necessarily find the same shoe equally comfortably, because of the varying widths. (Besides the numerical size, some shoes also come in different widths.) Students should understand that human feet can vary in both length and width.
If using the digital activity, after this discussion, clarify for students that a scatter plot has been created for them to anaylze feet dimensions, using technology. Students can then work to complete the digital task which includes using a line of best fit to identify outliers.
Representation: Internalize Comprehension.
Provide appropriate reading accommodations and supports to ensure students access to written directions, word problems and other text-based content.
Supports accessibility for: Language; Conceptual processing
Speaking: MLR8 Discussion Supports.
Use this routine to clarify the meaning of “width” and “length” in the context of the task. Connect the terms width and length multi-modally by utilizing different types of sensory inputs, such as demonstrating the width and length on the images of each foot using gestures or inviting students to do so. Invite students to chorally repeat phrases that include these words in context. This will help students produce and make sense of the language needed to understand the context of the task.
Design Principle(s): Support sense-making
Student Facing
Here is a scatter plot that shows lengths and widths of 20 different left feet. Use the double arrows to show or hide the expressions list.
Estimate the widths of the longest foot and the shortest foot.
Estimate the lengths of the widest foot and the narrowest foot.
Click on the gray circle next to the words “The Line” in the expressions list. The graph of a linear model should appear. Find the data point that seems weird when compared to the model. What length and width does that point represent?
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
[IMG]
Ask students, “What do you notice? What do you wonder?” Ideally, they will notice that these are pictures of a foot of three different people. All three feet are approximately the same length but different widths. Tell students that all of these feet are a size 8. However, they wouldn’t all necessarily find the same shoe equally comfortably, because of the varying widths. (Besides the numerical size, some shoes also come in different widths.) Students should understand that human feet can vary in both length and width.
If using the digital activity, after this discussion, clarify for students that a scatter plot has been created for them to anaylze feet dimensions, using technology. Students can then work to complete the digital task which includes using a line of best fit to identify outliers.
Speaking: MLR8 Discussion Supports.
Use this routine to clarify the meaning of “width” and “length” in the context of the task. Connect the terms width and length multi-modally by utilizing different types of sensory inputs, such as demonstrating the width and length on the images of each foot using gestures or inviting students to do so. Invite students to chorally repeat phrases that include these words in context. This will help students produce and make sense of the language needed to understand the context of the task.
Design Principle(s): Support sense-making
Student Facing
Here is a scatter plot that shows lengths and widths of 20 different left feet.
[IMG]
Estimate the widths of the longest foot and the shortest foot.
Estimate the lengths of the widest foot and the narrowest foot.
Here is the same scatter plot together with the graph of a model for the relationship between foot length and width.
[IMG]
Circle the data point that seems weird when compared to the model. What length and width does that point represent?
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
Introduce the term
outlier
. An outlier is a point that is separated from the rest of the data. Sometimes data sets have outliers. Sometimes that’s because there really is a data point that is very different than the others. Sometimes it is because there was an error in collecting the data. Sometimes it is because there was an error in entering the data. When there are outliers, one has to make a judgement about whether to include it in the analysis or not.


correct_option_index: 3