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: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
problem_activity: Activity
In later lessons, students will encounter situations in which they need to figure out if they have enough information to be sure two triangles are similar, based on angle measure alone. This activity introduces that concept as students grapple with whether the given information is enough to figure out that at least two pairs of corresponding angles are congruent.
Students will need to use their knowledge of the Triangle Angle Sum Theorem to figure out the third angle in each triangle.
Launch
Speaking, Reading: MLR5 Co-Craft Questions.
Use this routine to increase awareness of the language used to talk about the features of similar triangles. Before revealing the questions in this activity, display the image of both triangles. Ask students to write down possible mathematical questions that could be asked about the image. Invite students to compare their questions before revealing the actual questions. Listen for and amplify any questions about the features of both triangles. For example, “Are the triangles similar?”, “What are the values of
\(x\)
and
\(y\)
?”, and “What are the measures of the missing angles?”
Design Principle(s): Maximize meta-awareness; Support sense-making
Student Facing
Here are 2 triangles. One triangle has a 60 degree angle and a 40 degree angle. The other triangle has a 40 degree angle and an 80 degree angle.
[IMG]
Explain how you know the triangles are similar.
How long are the sides labeled
\(x\)
and
\(y\)
?
Student Response
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Student Facing
Are you ready for more?
Under what conditions is there an Angle-Angle Quadrilateral Similarity Theorem? What about an Angle-Angle-Angle Quadrilateral Similarity Theorem? Explain or show your reasoning.
Student Response
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for free access to Extension Student Response.
Anticipated Misconceptions
If students are struggling unproductively, ask them to share what’s hard about this problem. (I’m stuck because I don’t have two pairs of corresponding angles.) Then ask them if it’s possible to find another corresponding angle using the information provided. (Yes, using the Triangle Angle Sum Theorem to figure out the third angle and check if the third pair of angles might be congruent.)
Activity Synthesis
The key idea is that the Triangle Angle Sum Theorem allows us to use the Angle-Angle Triangle Similarity Theorem even when we haven’t been given two pairs of congruent corresponding angles. Invite students to explain how they could tell the triangles were similar.


aligns: no