few_shots: Example 1:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Work with time and money.

Geometric measurement: understand concepts of angle and measure angles.

Relate addition and subtraction to length.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Convert like measurement units within a given measurement system.

Measure lengths indirectly and by iterating length units.

Tell and write time.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Represent and interpret data.

Measure and estimate lengths in standard units.

Classify objects and count the number of objects in each category.

Describe and compare measurable attributes.
problem_activity: Narrative
The purpose of this activity is for students to write a question that could be answered by given mathematical work and that would make sense in the given situation. When students interpret given student work in terms of the supplied information and decide what question the work might answer, they identify important quantities and their relationships in context (MP4).
MLR8 Discussion Supports.
Prior to solving the problem, invite students to make sense of the situation and take turns sharing their understanding with their partner. Listen for and clarify any questions about the context.
Advances: Reading, Representing
Launch
Groups of 2
“Clare and Tyler took a break at the lemonade stand. Here’s what it might look like.”
Display the image.
“What do you notice? What do you wonder?” (Students may notice: The stand is close to the carnival. There are lemons hanging in baskets. Students may wonder: How much lemonade do they make each day? What size can you buy? How much does the lemonade cost?)
1 minute: quiet think time
Share and record responses.
Activity
Read the information about the lemonade stand as a class.
“What mathematical questions could we ask about this situation?”
1–2 minutes: partner discussion
Share and record responses.
“Now, look at the mathematical work in each problem. Work with your partner to write a question that could be answered by that work.”
5–7 minutes: partner work time
Monitor for groups that accurately write questions that the work could represent.
Student Facing
A lemonade stand at the fair makes 132 liters of lemonade a day. When Clare and Tyler stopped by the stand, there were 90 liters left.
At the end of the day, there were 56 liters of lemonade left, which the vendor put on sale in 4-liter jugs.
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Use the information about the lemonade stand to write a question that could be answered with the mathematical work shown.
\(132 - 90 = 42\)
Question:
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Question:
Student Response
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Advancing Student Thinking
If students don’t write a question that could be solved with the given work, consider asking:
“What numbers from the work do you see in the information about the lemonade stand?”
“What would the work represent in the lemonade stand situation? What question would lead up to this work?”
Activity Synthesis
For each problem, invite a group to read the question they wrote.
Ask the class:
“How does their question make sense with this mathematical work and what we know about the situation?”
Consider asking:
“What did you like about writing the questions to match the mathematical work?”
“What was challenging about writing the questions to match the mathematical work?”


correct_option_index: 0