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: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
problem_activity: Warm-up
This warm-up prompts students to review the placement of the digits when subtracting decimal numbers using an efficient algorithm. The first question gives students a chance to think about how different placements of the 5 (the first number) affects the subtraction and the difference. It also gives insight to how students interpret the 5 and its value. For examples:
Would they place the decimal point directly after the 5?
When placing 5 above 7 (in the tenths place), do they see it as 5 ones or as 5 tenths?
Do they wonder if the 5 is missing a decimal point in the second and third case?
In the second and third questions, a context is introduced for the same subtraction. Notice how students interpret the problem now; the equivalence of 5 and 5.00 should become much more apparent in a money context. Identify a couple of students who have correct responses so they could share later.
Launch
Give students up to 1 minute to think about the first question and then ask them to share what they noticed and wondered. Then, give students 1 minute of quiet work time for the remaining questions and follow with a whole-class discussion.
Student Facing
Here are three ways to write a subtraction calculation. What do you notice? What do you wonder?
[IMG]
Clare bought a photo for 17 cents and paid with a
$
5 bill. Look at the previous question. Which way of writing the numbers could Clare use to find the change she should receive? Be prepared to explain how you know.
Find the amount of change that Clare should receive. Show your reasoning, and be prepared to explain how you calculate the difference of 0.17 and 5.
Student Response
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Activity Synthesis
Ask a few students to share which way they think Clare could write the calculation (in the second question) in order to find the amount of change. In this particular case, the first setup is the most conducive to correct computation, but there is not one correct answer. Students could find the answer with any one of the setups as long as they understand that the 5 represents
$
5.00. If any students choose the second or third setup because they can mentally subtract the values without lining them up by place values, invite them to share their reasoning. Ask if they would use the same strategy for dealing with longer decimals (e.g.,
\(5.23 - 0.4879\)
) and, if not, what approach might be more conducive to correct calculation in those cases.
Encourage more students to be involved in the conversation by asking questions such as:
“Do you agree or disagree? Why?”
“Can anyone explain ___’s reasoning in their own words?”
“What is important for us to think about when subtracting this way?”
“How could we have solved this problem mentally?”


aligns: no