few_shots: 
Example 1:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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: Verify experimentally the properties of rotations, reflections, and translations:
- Lines are taken to lines, and line segments to line segments of the same length.
- Angles are taken to angles of the same measure.
- Parallel lines are taken to parallel lines.
problem_activity: Narrative
The purpose of this activity is for students to describe and draw shapes. Students work in pairs to describe and draw a mystery shape. Students learn that they need to be precise in describing the shape in order for their partner to draw the shape accurately and have opportunities to use the language they have learned to describe shape attributes (MP6). There are also some shapes that students have not been introduced to the formal names of. Students can describe the attributes of these shapes but are not expected to name the shapes.
MLR8 Discussion Supports.
Invite students to begin partner interactions by repeating the partner’s description before drawing it. For example, “your shape has 3 sides and 3 corners.” This gives both students an opportunity to produce language.
Advances: Conversing
Action and Expression: Internalize Executive Functions.
Students might need quiet think time to come up with words they will use to describe the shape they picked. Ask students to give their partners time in between turns to think of words.
Supports accessibility for: Conceptual Processing, Language
Launch
Display the student book.
“In the last activity, we used dot paper. What is different about this dot paper?” (There are no red dots.)
Share responses.
“Draw lines on the dot paper to make some shapes.”
2 minutes: independent work time
“Today we’re going to play a new game called ‘Draw the Mystery Shape’. One partner will choose a shape and describe it. The other partner will draw the shape.”
“Let’s try it. I’m going to describe a shape. Draw the shape that I describe on the dot paper.”
“This shape has 3 sides and 3 corners.”
30 seconds: independent work time
“Did you and your partner draw the same shape?” (No. We drew shapes with 3 sides but they don’t look the same.)
Draw or display:
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“This was the shape I wanted you to draw. What else could I have said about the shape to help you know what to draw?” ( It is skinny. It is pointing to the side. Two sides are long and one side is short.)
Activity
“Pick a shape but don’t tell your partner which shape you picked. Tell your partner all about the shape so they can draw it.”
8 minutes: partner work time
Student Facing
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Student Response
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Activity Synthesis
“Which clues helped you figure out how to draw the shape?”


aligns: no