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: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Answer: 
Yes. An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation.

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_pos_0

HS_0
standard_description: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
problem_activity: Optional activity
This activity is optional because it goes beyond the depth of understanding required by the standards.
The purpose of this activity is to connect graphs of quadratic functions with solutions to related quadratic equations to tell how many solutions an equation has, and whether those solutions are real or non-real. Students have already solved two of the equations in the previous activity, and the equation they haven’t solved involves the perfect square that connects all three of the equations. Graphically,
\(y=f(x)\)
intersects the
\(x\)
-axis twice, which corresponds to the two real solutions to
\(x^2 - 8x + 13 = 0\)
. The graph
\(y=g(x)\)
intersects the
\(x\)
-axis once, which corresponds to the single real solution to
\(x^2 - 8x + 16 = 0\)
. However, the graph
\(y=h(x)\)
doesn’t intersect the
\(x\)
-axis, which reflects the fact that the complex solutions to
\(x^2 - 8x + 19 = 0\)
can’t be described with a real number line.
Launch
Provide access to graphing technology.
Student Facing
How many real solutions does each equation have? How many non-real solutions?
\(x^2 - 8x + 13 = 0\)
\(x^2 - 8x + 16 = 0\)
\(x^2 - 8x + 19 = 0\)
How do the graphs of these functions help us answer the previous question?
\(f(x) = x^2 - 8x + 13\)
\(g(x) = x^2 - 8x + 16\)
\(h(x) = x^2 - 8x + 19\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Some students may attempt to plot the complex solutions in the coordinate plane as if it were the complex plane. Remind these students that points in the coordinate plane are pairs of real numbers
\((x,y)\)
, whereas points in the complex plane are single complex numbers. In other words, the point
\((2,4)\)
in the coordinate plane is a different kind of object than the point
\(2+4i\)
in the complex plane.
Activity Synthesis
Select students to share their solutions and discuss the connections between the graphs and the equations. Discuss the idea that if a graph of a quadratic function doesn’t cross a given horizontal line (in this case,
\(x=0\)
) this doesn’t indicate that the related equation has no solutions, but rather that it has no
real
solutions that can be graphed with real number lines.
Speaking: MLR8 Discussion Supports.
To help students produce statements about the connection between graphs of quadratic functions and solutions to related quadratic equations, provide sentence frames such as: “If _____ then _____ because…” and  “On the graph, I see _____, so I know….” Show concepts multi-modally by displaying the graphs of
\(f(x)\)
,
\(g(x)\)
, and
\(h(x)\)
.
Design Principle(s): Support sense-making


aligns: no