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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fl_problem_001097_pos_0

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HS_0
standard_description: Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.
problem_activity: Activity
This activity presents students with two graphs without numerical values assigned to any points on the graphs. The only labeled point is where the two graphs intersect. Students will need to use their understanding that tripling each day is a greater growth factor than doubling each day. This is their only means to decide which function represents which situation. Students then interpret the graphs in terms of the situations that they represent.
Launch
Display the graph for all to see. Give students a moment to observe the graph and ask, "What do you notice? What do you wonder?" Invite students to share their observations and questions.
Student Facing
Here are graphs representing two functions, and descriptions of two functions.
[IMG]
Function
\(f\)
: The area of a wall that is covered by Mold A, in square inches, doubling every month.
Function
\(g\)
: The area of a wall that is covered by Mold B, in square inches, tripling every month.
Which graph represents each function? Label the graphs accordingly and explain your reasoning.
When the mold was first spotted and measured, was there more of Mold A or Mold B? Explain how you know.
What does the point
\((p, q)\)
tell us in this situation?
Student Response
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Anticipated Misconceptions
Some students may think that the dashed graph represents the mold that is tripling because it has a greater vertical intercept. Ask these students to think carefully about the second question.
Activity Synthesis
Select students to share their responses and explanations. Focus on how they deciphered the meanings of the graphs. Discuss questions such as:
The solid graph started off lower than the dashed graph. What does that mean in this context? (The mold population represented by the solid graph is initially smaller or covers a smaller area on the wall than the one represented by the dashed graph.)
After some point, the solid graph passes the dashed one. What does that mean in this context? (The mold population that started out covering a greater area on the wall is surpassed by the other population, so it is growing at a slower rate.)
What does the intersection of the two graphs mean? What do
\(p\)
and
\(q\)
represent? (The two mold populations are the same at time
\(p\)
with population covering an area of
\(q\)
square inches.)
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. For each explanation that is shared, ask students to restate what they heard using precise mathematical language. Consider providing students time to restate what they hear to a partner before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students' attention to any words or phrases that helped clarify the original statement. This provides more students with an opportunity to produce language as they interpret the reasoning of others.
Design Principle(s): Support sense-making


aligns: no