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: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
problem_activity: Activity
The purpose of this activity is for students to work with a function where either variable could be the independent variable. Knowing the total value for an unknown number of dimes and quarters, students are first asked to consider if the number of dimes could be a function of the number of quarters and then asked if the reverse is also true. Since this isn't always the case when students are working with functions, the discussion should touch on reasons for choosing one variable vs. the other, which can depend on the types of questions one wants to answer.
Identify students who efficiently rewrite the original equation in the third problem and the last problem to share during the discussion.
Launch
Arrange students in groups of 2. Give students 3–5 minutes of quiet work time followed by partner discussion for students to compare their answers and resolve any differences. Follow with a whole-class discussion.
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
Reading: MLR6 Three Reads.
Use this routine to support reading comprehension and to set students up to interpret the representations of the situation provided in the task statement (an equation) and discussion (function diagrams). In the first read, students read the information with the goal of comprehending the situation (e.g., Jada has dimes and quarters). In the second read, ask students to identify important quantities. Listen for, and amplify, naming of the quantities that vary in relation to each other in this situation: number of dimes, total value of dimes, number of quarters, total value of quarters. After the third read, ask students to discuss possible strategies to answer the questions that follow, paying attention to the different coin values, and how each question is phrased. This will help students comprehend the problem and make sense of important quantities and variables when working with a function in which either variable could be the independent variable.
Design Principle(s): Support sense-making
Student Facing
Jada had some dimes and quarters that had a total value of
$
12.50. The relationship between the number of dimes,
\(d\)
, and the number of quarters,
\(q\)
, can be expressed by the equation
\(0.1d + 0.25q = 12.5\)
.
If Jada has 4 quarters, how many dimes does she have?
If Jada has 10 quarters, how many dimes does she have?
Is the number of dimes a function of the number of quarters? If yes, write a rule (that starts with
\(d = \)
...) that you can use to determine the output,
\(d\)
, from a given input,
\(q\)
. If no, explain why not.
If Jada has 25 dimes, how many quarters does she have?
If Jada has 30 dimes, how many quarters does she have?
Is the number of quarters a function of the number of dimes? If yes, write a rule (that starts with
\(q=\)
...) that you can use to determine the output,
\(q\)
, from a given input,
\(d\)
. If no, explain why not.
Student Response
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Anticipated Misconceptions
Some students may be unsure how to write rules for the number of dimes as a function of the number of quarters and vice versa. Prompt them to use the provided equation and what they know about keeping equations equal to create the new equations.
Activity Synthesis
Select previously identified students to share their rules for dimes as a function of the number of quarters and quarters as a function of the number of dimes, including the steps they used to rewrite the original equation.
Tell students that if we write an equation like
\(d = 125 - 2.5q\)
, this shows that
\(d\)
is a function of
\(q\)
because it is clear what the output (value for
\(d\)
) should be for a given input (value for
\(q\)
).
Display the diagrams for all to see:
[IMG]
When we have an equation like
\(0.1d + 0.25q = 12.5\)
, we can choose either
\(d\)
or
\(q\)
to be the independent variable. That means we are viewing one as depending on the other. If we know the number of quarters and want to answer a question about the number of dimes, it is helpful to write
\(d\)
as a function of
\(q\)
. If we know the number of dimes and want to answer a question about the number of quarters, it is helpful to write
\(q\)
as a function of
\(d\)
.
Ensure students understand that we can’t always do this type of rearranging with equations and have it make sense because sometimes only one variable is a function of the other, and sometimes neither is a function of the other. For example, students saw earlier that while squaring values is a function, the reverse—that is, identifying what value was squared—is not. We will continue to explore when these different things happen in future lessons.


correct_option_index: 2