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: 
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?

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standard_description: Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
problem_activity: Narrative
The purpose of this activity is for students to subtract a one-digit number from a two-digit number. In the previous activity, students shared many ways to subtract including using connecting cubes or base-ten blocks to show decomposing a ten. They build on this understanding as they use base-ten blocks to represent the starting number and subtract an amount that requires them to decompose a ten.
MLR8 Discussion Supports.
Synthesis: Display sentence frames to support students with preparing to explain their thinking in the whole-class discussion. “First, I _____ because . . . .” “I noticed _____ so I . . . .” If necessary, revoice student ideas to demonstrate mathematical language, and invite students to chorally repeat phrases that include relevant vocabulary in context.
Advances: Speaking, Conversing
Representation: Internalize Comprehension.
Synthesis: Invite students to identify which details they think are important to remember. Use the sentence frame: “The next time I subtract, I will know that I need to decompose a ten when . . . .“
Supports accessibility for: Conceptual Processing, Memory
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give each group access to base-ten blocks.
Activity
“Diego was representing numbers using base-ten blocks. Work with a partner to follow along and see what Diego discovered.”
“Use your blocks first to show what Diego does. Then answer any questions.”
8 minutes: partner work time
Monitor for students who talk about “exchanging” or “trading” a ten for ten ones.
Student Facing
Diego started with 5 tens and 5 ones. Represent Diego’s blocks with the base-ten blocks.
How many does he have?
Diego took away 2 tens.
Draw a representation to show what happened to Diego’s blocks.
Write an equation to show how many Diego has now.
Then, Diego took away 8 ones.
Draw a diagram to show what happened to Diego’s blocks.
Write an equation to show how many Diego has now. Be prepared to explain your reasoning.
Student Response
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Advancing Student Thinking
Some students may get the ones they need, but also keep the ten. Consider asking:
“Why did you add 10 ones to Diego’s blocks?”
“What is the value of the blocks now?”
“When you decompose a tower of ten, what happens to the tower? How could you show this with the base-ten blocks?”
Activity Synthesis
“What did you need to do with the blocks when Diego took away 8 ones?”
Select previously identified students to share.
“What is different about using base-ten blocks compared to the towers of ten?” (With the towers we could break it apart, but with the base-ten blocks we had to give a ten and take out 10 ones.)
“When you subtract by place, sometimes you need to decompose a ten to subtract ones. When we use connecting cubes, we can show those by breaking apart or decomposing a tower of ten.”
“When we use base-ten blocks, we can't break apart the ten into ones, but we can still show decomposing it by replacing 1 ten with 10 ones.”


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