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: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Problem 1
Mr. Schaut measured the height of all of the sunflower plants in his garden. The data are shown in the table below.
| **           Heights of Sunflower Plants (in inches)          ** |                   |                   |                   |                   |
|------------------------------------------------------------------|-------------------|-------------------|-------------------|-------------------|
|                        $$60\frac{1}{2}$$                         | $$61\frac{1}{2}$$ |      $$61$$       | $$60\frac{1}{2}$$ | $$61\frac{1}{4}$$ |
|                        $$60\frac{3}{4}$$                         | $$60\frac{3}{4}$$ | $$60\frac{3}{4}$$ |      $$61$$       |      $$60$$       |
|                              $$62$$                              |      $$61$$       | $$60\frac{1}{4}$$ |      $$61$$       | $$60\frac{1}{2}$$ |
|                        $$61\frac{1}{2}$$                         | $$61\frac{1}{4}$$ | $$61\frac{1}{4}$$ |      $$62$$       | $$61\frac{1}{4}$$ |
|                        $$61\frac{1}{4}$$                         | $$61\frac{3}{4}$$ | $$61\frac{1}{2}$$ | $$61\frac{1}{4}$$ | $$61\frac{1}{2}$$ |
|                              $$61$$                              | $$61\frac{1}{4}$$ | $$61\frac{3}{4}$$ | $$61\frac{1}{2}$$ | $$60\frac{1}{4}$$ |
a.   Make a dot plot of Mr. Schaut’s data. Remember to label all parts of your dot plot.
b.   Answer the following questions based on the data.
How many plants were measured in all?
What are the three most frequent measurements in order from shortest to tallest? How many plants were one of those three heights?
What is the typical height of a sunflower in Mr. Schaut’s garden? Justify your reasoning.
Problem 2
a.   Create a dot plot using just the first three rows of data from Anchor Task #1, copied below. Remember to label all parts of your dot plot.
| **                Heights of Sunflower Plants (in inches)               ** |                   |                   |                   |                   |
|----------------------------------------------------------------------------|-------------------|-------------------|-------------------|-------------------|
|                             $$60\frac{1}{2}$$                              | $$61\frac{1}{2}$$ |      $$61$$       | $$60\frac{1}{2}$$ | $$61\frac{1}{4}$$ |
|                             $$60\frac{3}{4}$$                              | $$60\frac{3}{4}$$ | $$60\frac{3}{4}$$ |      $$61$$       |      $$60$$       |
|                                   $$62$$                                   |      $$61$$       | $$60\frac{1}{4}$$ |      $$61$$       | $$60\frac{1}{2}$$ |
b.   In what ways does this subset of data change the answers to the following questions:
How many plants were measured in all?
What are the three most frequent measurements in order from shortest to tallest? How many plants were one of those three heights?
What is the most typical height of a sunflower?


aligns: no