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: 
Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Answer: 
Yes. This task involves representing addition with objects such as number cards and dice.

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_pos_0

K

fl_problem_001097_neg_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Verify experimentally the properties of rotations, reflections, and translations:
- Lines are taken to lines, and line segments to line segments of the same length.
- Angles are taken to angles of the same measure.
- Parallel lines are taken to parallel lines.
problem_activity: Warm-up
The purpose of this warm-up is for students to use repeated reasoning to write an algebraic expression to represent a rule of a function (MP8). The whole-class discussion should focus on the algebraic expression in the final row, however the numbers in the table give students an opportunity to also practice calculating the square of numbers written in fraction and decimal form.
Launch
Arrange students in groups of 2. Give students 1–2 minutes of quiet work time and then time to share their algebraic expression with their partner. Follow with a whole-class discussion.
Student Facing
Fill in the table of input-output pairs for the given rule. Write an algebraic expression for the rule in the box in the diagram.
[IMG]
|     input     | output |
|---------------|--------|
|       8       |        |
|      2.2      |        |
| \(12\frac14\) |        |
|     \(s\)     |        |
Student Response
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Activity Synthesis
Select students to share how they found each of the outputs. After each response, ask the class if they agree or disagree. Record and display responses for all to see. If both responses are not mentioned by students for the last row, tell students that we can either put
\(s^2\)
or
\(A\)
there. Tell students we can write the equation
\(A = s^2\)
to represent the rule of this function.
End the discussion by telling students that while we’ve used the terms input and output so far to talk about specific values, when a letter is used to represent any possible input we call it the
independent variable
and the letter used to represent all the possible outputs is the
dependent variable.
Students may recall these terms from earlier grades. In this case,
\(s\)
is the independent variable and
\(A\)
the dependent variable, and we say “
\(A\)
depends on
\(s\)
.”


aligns: no