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.


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.

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
$$-\frac{1}{4}$$


Concept/skill: 
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Answer: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

Example 3:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Concept/skill: 
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

Answer: 
No. This problem does not directly teach how side ratios in right triangles lead to definitions of trigonometric ratios. Instead, it involves solving a trigonometric function.

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

fl_problem_001097_neg_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Interpret multiplication as scaling (resizing), by:
- Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
- Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
problem_activity: Problem 1
a.   Shani calculated
$$81\div3$$
using an area model by finding the length of a rectangle whose area is 81 square units and width is 3 units.
[IMG]
The value being divided has 8 tens. The area model has only 6 tens in the leftmost region. Why?
Where did the 21 ones come from in the area model?
b.   Albie calculated
$$81\div3$$
using a method that was different from Shani’s.
[IMG]
Albie subtracted 60 from 81. What does the 60 represent?
Albie wrote 7 above the 20, and then subtracted 21 from 21. How is the 21 related to the 7?
What do the numbers 20 and 7 represent?
c.   Kimiko has a method of calculating quotients that is different from Shani’s method and Albie’s method. Here is how she found the quotient
$$81\div3$$
.
[IMG]
How is Kimiko’s method similar to and different from Shani’s method and Albie’s method?
Kimiko subtracted
$$3\times2$$
, then
$$3\times7$$
. Earlier, Albie subtracted
$$3\times20$$
, then
$$3\times7$$
. Why did they have the same quotient?
Why do you think Kimiko wrote 1 next to the remainder of 2 rather than adding 1 and 2 to get 3?
Problem 2
Estimate each quotient, then solve using any method. Then assess the reasonableness of your answer.
a.
$$97 \div2$$
b.
$$1,216\div4$$
c.
$$4,309\div7$$


aligns: no