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 a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
problem_activity: Activity
In this activity students continue the work of generating equivalent expressions as they decide where to place a set of parentheses and explore how that placement affects the expressions.
Launch
Arrange students in groups of 2. Tell students to first complete both questions independently. Then, trade one of their expressions with their partner. The partner’s job is to decide whether the new expression is equivalent to the original or not, and explain how they know.
Student Facing
Diego was taking a math quiz. There was a question on the quiz that had the expression
\(8x - 9 - 12x + 5\)
. Diego’s teacher told the class there was a typo and the expression was supposed to have one set of parentheses in it.
Where could you put parentheses in
\(8x - 9 - 12x + 5\)
to make a new expression that is still equivalent to the original expression? How do you know that your new expression is equivalent?
Where could you put parentheses in
\(8x - 9 - 12x + 5\)
to make a new expression that is not equivalent to the original expression? List as many different answers as you can.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may not realize that they can break up a term and place a parentheses, for example, between the 8 and
\(x\)
in the term
\(8x\)
. Clarify that they may place the parentheses anywhere in the expression.
Activity Synthesis
Questions for discussion:
“How can you write the original expression in different ways with fewer terms?” (
\(\text-4x-4\)
,
\(\text-4(x+1)\)
,
\(4(-x-1)\)
)
“Where did you place the parentheses to create an equivalent expression?”
“Share other ways you placed parentheses and the resulting expression with fewer terms.”
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary.  Include the following terms and maintain the display for reference throughout the unit: parenthesis. The display should include examples of how to create equivalent expressions using parentheses by breaking up the components. Be sure to emphasize how the placement of the parentheses affects the expression.
Supports accessibility for: Memory; Language
Speaking, Writing: MLR8 Discussion Supports.
When students interpret the new expression they receive, ask students to press their partner for more details in their explanations by challenging an idea, or asking for an example. Listen for, and amplify language students use to describe how the parentheses influence the resulting expression with fewer terms. This will help call students' attention to the types of details and language to look for to determine if an expression is equivalent to another or not.
Design Principle(s): Maximize meta-awareness; Support sense-making


aligns: no