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?

shot_info: im_task_001477_neg_0

K

fl_problem_001097_pos_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
problem_activity: Optional activity
This activity is the same type of situation as the previous one: comparing the voting of two groups on a yes or no issue. However, the numbers make it more difficult to use "part to part" ratios. Again, students need to be thinking about how to make sense of (MP1) and quantify the class voting decisions (MP2).
Launch
Arrange students in groups of 2–4. Provide access to four-function calculators.
Student Facing
The school will be painted over the summer. Students get to vote on whether to change the color to purple (a “yes” vote), or keep it a beige color (a “no” vote).
The principal of the school decided to analyze voting results by class. The table shows some results.
In both classes, a majority voted for changing the paint color to purple. Which class was more in favor of changing?
|         | yes | no |
|---------|-----|----|
| class A |     |    |
| class B |     |    |
Student Response
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Anticipated Misconceptions
If students do not understand what comparing the two classes means, give a more extreme example, such as comparing 20 to 1 with 11 to 10. The 20 to 1 class is much more purple because almost everyone said yes. The other class had almost equal yesses and nos.
Students may be stuck with the difficult-looking numbers, expecting to be able to do calculations to create equivalent ratios mentally. Suggest that they find the total number of votes in each class.
Students may compute percentages incorrectly, forgetting that percentages are rates out of 100. So it is
not
correct to say that room A has 54% yesses. However, you can carefully make sense of this percent as a comparison: Class A had 54% as many nos as yesses; Class B had 61% as many nos as yesses. This means that Class B was more no-y, so it was less yessy than Class A.
Activity Synthesis
Invite students to show different ways of solving the problem, including using equivalent ratios and percentages. Ask students to explain their thinking. Correct ideas with incorrect calculations are still worth sharing.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. Once students have determined which class was more in favor of changing, pause the class. Invite students to share their strategies for finding each fraction using percents and equivalent ratios to justify their reasoning. Create a display that includes each strategy labeled with the name and the fraction they represent of a total. Keep this display visible as students move on to the next problems.
Supports accessibility for: Conceptual processing; Memory


aligns: yes