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 and division and of fractions to multiply and divide rational numbers.

Answer: 
Yes. This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).

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_pos_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
problem_activity: Narrative
The purpose of this activity is for students to match equations to numbers 11–19 presented on 10-frames. During the synthesis, students focus on each part of the equation and where it can be seen in the 10-frame representation of the number. When students see different parts of the equations in the 10-frame images, they look for and make use of structure (MP7).
Launch
Groups of 2
“Draw a line from each equation to the dots it matches.”
Activity
2 minutes: independent work time
3 minutes: partner work time
Student Facing
[IMG]
[IMG]
[IMG]
\(10+9=19\)
\(10+1=11\)
\(10+4=14\)
\(10+8=18\)
\(10+5=15\)
\(10+2=12\)
[IMG]
[IMG]
[IMG]
Student Response
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Activity Synthesis
Invite a student to share which image matches
\(10 + 5 = 15\)
.
“Where do you see 15 on the 10-frame?” (There are 15 dots altogether.)
“Where do you see
\(10 + 5\)
on the 10-frame?” (There are 10 dots on the 10-frame and 5 dots under the 10-frame.)


aligns: no