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: 
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_neg_0

K

fl_problem_001097_neg_0

7

fl_problem_001894_neg_0

HS_0
standard_description: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
problem_activity: Narrative
In this activity, students analyze addition and subtraction calculations, identify errors, and explain what makes certain ways of calculating problematic. The work here gives students opportunities to construct logical arguments and critique the reasoning of others (MP3).
MLR8 Discussion Supports.
During group work, invite students to take turns sharing their responses. Ask students to restate what they heard using precise mathematical language and their own words. Display the sentence frame: “I heard you say . . . .” Original speakers can agree or clarify for their partner.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Grid paper
Launch
Groups of 2
Display the first problem.
2 minutes: quiet think time
2–3 minutes: partner discussion
Activity
5 minutes: independent work time to complete the second problem.
2 minutes: partner discussion
Monitor for students who describe the errors using place value language and an understanding of how and when to decompose a unit.
Student Facing
Kiran is trying to find the sum of 204,500 and 695. He isn’t sure how to set up the calculation so he wrote down two ideas. Which way is correct? Be ready to share your thinking with your partner.
A
[IMG]
B
[IMG]
Lin made some errors when subtracting 4,325 from 61,870. Identify as many errors as you can find. Then, show the correct way to subtract.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students have trouble making sense of Lin's work, encourage them to find the difference and then compare their work to Lin's.
Activity Synthesis
Select 2–3 students to share their responses and reasoning.
Record responses as students share.
“What are some errors that are commonly done when subtracting two numbers using the standard algorithm?” (Subtracting without lining up the numbers by place value. Using the notation of regrouping without decomposing a unit. Crossing out digits without including them in the regrouping. Subtracting from left to right without decomposing units.)
“What ideas do you have for avoiding those errors?” (Use grid paper to line up the digits by place value. Decompose the unit before regrouping. Check answers using addition.)


aligns: no