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: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
problem_activity: Warm-up
The purpose of this warm-up is for students to reason about expressions with negative exponents on a number line. Students explore a common misunderstanding about negative exponents that is helpful to address before scientific notation is used to describe very small numbers.
For students’ reference, consider displaying a number line from a previous lesson that shows powers of 10 on a number line.
Launch
Give students 2 minutes of quiet work time, followed by a whole-class discussion.
Student Facing
Kiran drew this number line.
[IMG]
Andre said, “That doesn’t look right to me.”
Explain why Kiran is correct or explain how he can fix the number line.
Student Response
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Activity Synthesis
The important idea to highlight during the discussion is that the larger the size (or absolute value) of a negative exponent, the closer the value of the expression is to zero. This is because the negative exponent indicates the number of factors that are
\(\frac{1}{10}\)
. For example,
\(10^{\text-5}\)
represents 5 factors that are
\(\frac{1}{10}\)
and
\(10^{\text-6}\)
represents 6 factors that are
\(\frac{1}{10}\)
, so
\(10^{\text-6}\)
is 10 times smaller than
\(10^{\text-5}\)
.
Ask one or more students to explain whether they think the number line is correct and ask for their reasoning. Record and display their reasoning for all to see, preferably on the number line. If possible, show at least two correct ways the number line can be fixed.


aligns: no