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 a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

Verify experimentally the properties of rotations, reflections, and translations:
- Lines are taken to lines, and line segments to line segments of the same length.
- Angles are taken to angles of the same measure.
- Parallel lines are taken to parallel lines.
problem_activity: Activity
In the optional activity, students found that the sum of the angles of all the triangles on the cards was 180 degrees and questioned if all triangles have the same angle sum. In this activity, students experiment with the converse: If we know the measures of three angles sum to 180 degrees, can these three angles be the interior angles in a triangle?
Students cut out three angles that form a line, and then try to use these three angles to make a triangle. Students also get to create their own three angles from a line and check whether they can construct a triangle with their angles.
Watch for students who successfully make triangles out of each set of angles and select them to share (both the finished product and how they worked to arrange the angles) during the discussion. Watch also for how students divide the blank line into angles. It is helpful if the rays all have about the same length as in the pre-made examples.
Launch
Arrange students in groups of 4. Provide access to geometry toolkits, especially scissors. Distribute 1 copy of the black line master to each group.
Instruct students to cut the four individual pictures out of the black line master. Each student will work with one of these. Instruct the student with the blank copy to use a straightedge to divide the line into three angles (different from the three angles that the other students in the group have). Demonstrate how to do this if needed.
If needed, you may wish to demonstrate “making a triangle”  part of the activity so students understand the intent. With three cut-out 60 degree angles, for example, you can build an equilateral triangle. Here is a picture showing three 60 degree angles arranged so that they can be joined to form the three angles of an equilateral triangle. The students will need to arrange the angles carefully, and they may need to use a straightedge in order to add the dotted lines to join the angles and create a triangle.
[IMG]
Student Facing
Your teacher will give you a page with three sets of angles and a blank space. Cut out each set of three angles. Can you make a triangle from each set that has these same three angles?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Draw a quadrilateral. Cut it out, tear off its angles, and line them up. What do you notice?
Repeat this for several more quadrilaterals. Do you have a conjecture about the angles?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
If time allows, have students do a "gallery walk" at the start of the discussion. Ask students to compare the triangle they made to the other triangles made from the same angles and be prepared to share what they noticed. (For example, students might notice that all the other triangles made with their angles looked pretty much the same, but were different sizes.) If students do not bring it up, direct students to notice that all of the "create three of your own angles" students were able to make a triangle, not just students with the ready-made angles.
Ask previously selected students to share their triangles and explain how they made the triangles. To make the triangles, some trial and error is needed. A basic method is to line up the line segments from two angles (to get one side of the triangle) and then try to place the third angle so that it lines up with the rays coming from the two angles already in place. Depending on the length of the rays, they may overlap, or the angles may need to be moved further apart. Ask questions to make sure that students see the important connection:
"How do you know the three angles you were given sum to 180 degrees?" (They were adjacent to each other along a line.)
"How do you know these can be the three angles of a triangle?" (We were able to make a triangle using these three angles.)
"What do you know about the three angles of the triangle you made and why?" (Their measures sum to 180 because they were the same three angles that made a line.)
Ask students if they think they can make a triangle with
any
set of three angles that form a line and poll the class for a positive or negative response. Tell them that they will investigate this in the next lesson and emphasize that while experiments may lead us to believe this statement is true, the methods used are not very accurate and were only applied to a few sets of angles.
If time permits, perform a demonstration of the converse: Start with a triangle, tear off its three corners, and show that these three angles when placed adjacent each other sum to a line.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Prior to the whole-class discussion, invite students to share their work with a partner. Display sentence frames to support student conversation such as “To arrange the angles, first, I _____ because...” or “I noticed _____ so I….”
Supports accessibility for: Language; Social-emotional skills
Representing, Conversing, Listening: MLR7 Compare and Connect.
As students prepare their work for discussion, look for those who successfully construct triangles out of each set of angles and for those who successfully create their own three angles from a line and create triangles. Encourage students to explain how they worked to arrange the angles. Emphasize language used to make sense of strategies used to find that the sum of the angles in a triangle is 180 degrees.
Design Principle(s): Maximize Meta-awareness, Support sense-making


correct_option_index: 2