few_shots: 
Example:
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.


Concept/skill: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Answer: 
No. Though this task involves addition, it does not involve any word problems.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: im_task_001477_neg_0

K
standard_description: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
problem_activity: Narrative
In this activity, students use the context of paper flowers to analyze patterns and solve multi-step problems. The patterns are fairly straightforward, but to use them to solve problems, students will need to represent or otherwise reason about them mathematically. Their earlier experience of making flowers supports students in making sense and visualizing each step of the problem.
MLR7 Compare and Connect.
Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “Did anyone solve the problem the same way, but would explain it differently?” and “Why did the different approaches lead to the same (or different) outcome(s)?”
Advances: Representing, Conversing
Launch
Groups of 2
“The paper flowers are strung together to make a garland.”
Activity
2 minute: independent work time
10 minutes: partner work time
Monitor for students who:
Use equations to show their thinking.
Organize the multi-step process
Student Facing
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Priya and Jada are making paper flower garlands for their friend’s quinceañera. Each garland uses 12 flowers.
Priya wants 2 big flowers, followed by 2 small flowers. Jada wants 1 big flower, followed by 2 small flowers. Use their patterns to draw the garlands.
Priya and Jada make 25 garlands of each type. How many large and small flowers will they need altogether?
Diego and Kiran also made flowers. They made a total of 155 flowers for garlands that require 16 flowers each. How many garlands can they make?
It takes 1 minute to cut the strips for a flower and 2 minutes to finish it. How long did it take Diego and Kiran to make the 155 flowers, if they each make about the same number of flowers?
Student Response
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Activity Synthesis
Display student work of selected students and invite them to share.
“What specific part of the work makes their explanation clear?”
Consider asking:
“What suggestion do you have to make it clearer?”
“How can you revise your own work to make it more clear or organized?”


aligns: no