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:
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} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
{
  "explanation": "This problem involves understanding fractions as numbers by comparing their quantities.",
  "answer": "F"
}

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?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Your response:
{
  "explanation": "This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.",
  "answer": "G"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K

im_task_000157

3

fl_problem_000674

5
options: Understand and apply theorems about circles.

Make geometric constructions.

Find arc lengths and areas of sectors of circles.

Experiment with transformations in the plane.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Reason with shapes and their attributes.

Use coordinates to prove simple geometric theorems algebraically.

Define trigonometric ratios and solve problems involving right triangles.

Apply geometric concepts in modeling situations.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Classify two-dimensional figures into categories based on their properties.

Solve real-world and mathematical problems involving area, surface area, and volume.

Understand congruence in terms of rigid motions.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Visualize relationships between two-dimensional and three-dimensional objects.

Prove theorems involving similarity.

Understand and apply the Pythagorean Theorem.

Explain volume formulas and use them to solve problems.

Understand similarity in terms of similarity transformations.

Prove geometric theorems.

Analyze, compare, create, and compose shapes.

Apply trigonometry to general triangles.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Translate between the geometric description and the equation for a conic section.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
problem_activity: Activity
This task enables students to describe more precisely the characteristics of scaled copies and to refine the meaning of the term. Students observe copies of a line drawing on a grid and notice how the lengths of line segments and the angles formed by them compare to those in the original drawing.
Students engage in MP7 in multiple ways in this task. Identifying distinguishing features of the scaled copies means finding similarities and differences in the shapes. In addition, the fact that corresponding parts increase by the
same
scale factor is a vital structural property of scaled copies.
For the first question, expect students to explain their choices of scaled copies in intuitive, qualitative terms. For the second question, students should begin to distinguish scaled and unscaled copies in more specific and quantifiable ways. If it does not occur to students to look at lengths of segments, suggest they do so.
As students work, monitor for students who notice the following aspects of the figures. Students are not expected to use these mathematical terms at this point, however.
The original drawing of the letter F and its scaled copies have equivalent width-to-height ratios.
We can use a scale factor (or a multiplier) to compare the lengths of different figures and see if they are scaled copies of the original.
The original figure and scaled copies have corresponding angles that have the same measure.
Digital
Launch
Keep students in the same groups. Give them 3–4 minutes of quiet work time, and then 1–2 minutes to share their responses with their partner. Tell students that how they decide whether each of the seven drawings is a scaled copy may be very different than how their partner decides. Encourage students to listen carefully to each other’s approach and to be prepared to share their strategies. Use gestures to elicit from students the words “horizontal” and “vertical” and ask groups to agree internally on common terms to refer to the parts of the F (e.g., “horizontal stems”).
Engagement: Internalize Self Regulation.
Display sentence frames to support small group discussion. For example, “That could/couldn’t be true because…,” “We can agree that…,” and “Is there another way to say/do...?”
Supports accessibility for: Social-emotional skills; Organization; Language
Speaking: Math Language Routine 1 Stronger and Clearer Each Time.
This is the first time Math Language Routine 1 is suggested as a support in this course. In this routine, students are given a thought-provoking question or prompt and asked to create a first draft response in writing. Students meet with 2–3 partners to share and refine their response through conversation. While meeting, listeners ask questions such as, “What did you mean by . . .?” and “Can you say that another way?” Finally, students write a second draft of their response reflecting ideas from partners, and improvements on their initial ideas. The purpose of this routine is to provide a structured and interactive opportunity for students to revise and refine their ideas through verbal and written means.
Design Principle(s): Optimize output (for explanation)
How It Happens:
Use this routine to provide students a structured opportunity to refine their explanations for the first question: “Identify all the drawings that are scaled copies of the original letter F drawing. Explain how you know.” Allow students 2–3 minutes to individually create first draft responses in writing.
Invite students to meet with 2–3 other partners for feedback.
Instruct the speaker to begin by sharing their ideas without looking at their written draft, if possible. Provide the listener with these prompts for feedback that will help their partner strengthen their ideas and clarify their language: “What do you mean when you say….?”, “Can you describe that another way?”, “How do you know that _ is a scaled copy?”, “Could you justify that differently?” Be sure to have the partners switch roles. Allow 1–2 minutes to discuss.
Signal for students to move on to their next partner and repeat this structured meeting.
Close the partner conversations and invite students to revise and refine their writing in a second draft.
Provide these sentence frames to help students organize their thoughts in a clear, precise way: “Drawing _ is a scaled copy of the original, and I know this because.…”, “When I look at the lengths, I notice that.…”, and “When I look at the angles, I notice that.…”
Here is an example of a second draft:
“Drawing 7 is a scaled copy of the original, and I know this because it is enlarged evenly in both the horizontal and vertical directions. It does not seem lopsided or stretched differently in one direction. When I look at the length of the top segment, it is 3 times as large as the original one, and the other segments do the same thing. Also, when I look at the angles, I notice that they are all right angles in both the original and scaled copy.”
If time allows, have students compare their first and second drafts. If not, have the students move on by working on the following problems.
Student Facing
Here is an original drawing of the letter F and some other drawings.
[IMG]
Identify
all
the drawings that are scaled copies of the original letter F drawing. Explain how you know.
Examine all the scaled copies more closely, specifically, the lengths of each part of the letter F. How do they compare to the original? What do you notice?
On the grid, draw a different scaled copy of the original letter F.
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
Keep students in the same groups. Give them 3–4 minutes of quiet work time, and then 1–2 minutes to share their responses with their partner. Tell students that how they decide whether each of the seven drawings is a scaled copy may be very different than how their partner decides. Encourage students to listen carefully to each other’s approach and to be prepared to share their strategies. Use gestures to elicit from students the words “horizontal” and “vertical” and ask groups to agree internally on common terms to refer to the parts of the F (e.g., “horizontal stems”).
Engagement: Internalize Self Regulation.
Display sentence frames to support small group discussion. For example, “That could/couldn’t be true because…,” “We can agree that…,” and “Is there another way to say/do...?”
Supports accessibility for: Social-emotional skills; Organization; Language
Speaking: Math Language Routine 1 Stronger and Clearer Each Time.
This is the first time Math Language Routine 1 is suggested as a support in this course. In this routine, students are given a thought-provoking question or prompt and asked to create a first draft response in writing. Students meet with 2–3 partners to share and refine their response through conversation. While meeting, listeners ask questions such as, “What did you mean by . . .?” and “Can you say that another way?” Finally, students write a second draft of their response reflecting ideas from partners, and improvements on their initial ideas. The purpose of this routine is to provide a structured and interactive opportunity for students to revise and refine their ideas through verbal and written means.
Design Principle(s): Optimize output (for explanation)
How It Happens:
Use this routine to provide students a structured opportunity to refine their explanations for the first question: “Identify all the drawings that are scaled copies of the original letter F drawing. Explain how you know.” Allow students 2–3 minutes to individually create first draft responses in writing.
Invite students to meet with 2–3 other partners for feedback.
Instruct the speaker to begin by sharing their ideas without looking at their written draft, if possible. Provide the listener with these prompts for feedback that will help their partner strengthen their ideas and clarify their language: “What do you mean when you say….?”, “Can you describe that another way?”, “How do you know that _ is a scaled copy?”, “Could you justify that differently?” Be sure to have the partners switch roles. Allow 1–2 minutes to discuss.
Signal for students to move on to their next partner and repeat this structured meeting.
Close the partner conversations and invite students to revise and refine their writing in a second draft.
Provide these sentence frames to help students organize their thoughts in a clear, precise way: “Drawing _ is a scaled copy of the original, and I know this because.…”, “When I look at the lengths, I notice that.…”, and “When I look at the angles, I notice that.…”
Here is an example of a second draft:
“Drawing 7 is a scaled copy of the original, and I know this because it is enlarged evenly in both the horizontal and vertical directions. It does not seem lopsided or stretched differently in one direction. When I look at the length of the top segment, it is 3 times as large as the original one, and the other segments do the same thing. Also, when I look at the angles, I notice that they are all right angles in both the original and scaled copy.”
If time allows, have students compare their first and second drafts. If not, have the students move on by working on the following problems.
Student Facing
Here is an original drawing of the letter F and some other drawings.
[IMG]
Identify
all
the drawings that are scaled copies of the original letter F. Explain how you know.
Examine all the scaled copies more closely, specifically the lengths of each part of the letter F. How do they compare to the original? What do you notice?
On the grid, draw a different scaled copy of the original letter F.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may make decisions by “eyeballing” rather than observing side lengths and angles. Encourage them to look for quantifiable evidence and notice lengths and angles.
Some may think vertices must land at intersections of grid lines (e.g., they may say Drawing 4 is not a scaled copy because the endpoints of the shorter horizontal segment are not on grid crossings). Address this during the whole-class discussion, after students have a chance to share their observations about segment lengths.
Activity Synthesis
Display the seven copies of the letter F for all to see. For each copy, ask students to indicate whether they think each one is a scaled copy of the original F. Record and display the results for all to see. For contested drawings, ask 1–2 students to briefly say why they ruled these out.
Discuss the identified scaled and unscaled copies.
What features do the scaled copies have in common? (Be sure to invite students who were thinking along the lines of scale factors and angle measures to share.)
How do the other copies fail to show these features? (Sometimes lengths of sides in the copy use different multipliers for different sides. Sometimes the angles in the copy do not match the angles in the original.)
If there is a misconception that scaled copies must have vertices on intersections of grid lines, use Drawing 1 (or a relevant drawing by a student) to discuss how that is not the case.
Some students may not be familiar with words such as “twice,” “double,” or “triple.” Clarify the meanings by saying “two times as long” or “three times as long.”


correct_option_index: 25