few_shots: 
Example:
Problem/activity:
Stage 1: Money
 Required Preparation
 Materials to Copy
 Blackline Masters
 Would You Rather Stage 1 Spinner
 Would You Rather Stage 1 Recording Sheet
 
 Narrative
 The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.

Concept/skill: 
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Answer: 
No. This activity does not involve addition or subtraction, or unknowns in different positions of equations or drawings.

Now, does the problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: im_center_000269_neg_0

2
standard_description: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
problem_activity: Task
Given below is a table that gives the populations of foxes and rabbits in a national park over a 12 month period. Note that each value of $t$ corresponds to the beginning of the month and $t = 0$ corresponds to the beginning of January.
{"table": [{"tbody": [{"tr": [{"th": [{"_value": "$t$, month"}], "td": [{"_value": "0"}, {"_value": "1"}, {"_value": "2"}, {"_value": "3"}, {"_value": "4"}, {"_value": "5"}, {"_value": "6"}, {"_value": "7"}, {"_value": "8"}, {"_value": "9"}, {"_value": "10"}, {"_value": "11"}]}, {"th": [{"_value": "$r$, number of rabbits"}], "td": [{"_value": "1000"}, {"_value": "750"}, {"_value": "567"}, {"_value": "500"}, {"_value": "567"}, {"_value": "750"}, {"_value": "1000"}, {"_value": "1250"}, {"_value": "1433"}, {"_value": "1500"}, {"_value": "1433"}, {"_value": "1250"}]}, {"th": [{"_value": "$f$, number of foxes"}], "td": [{"_value": "150"}, {"_value": "143"}, {"_value": "125"}, {"_value": "100"}, {"_value": "75"}, {"_value": "57"}, {"_value": "50"}, {"_value": "57"}, {"_value": "75"}, {"_value": "100"}, {"_value": "125"}, {"_value": "143"}]}]}]}]}
Note that the number of rabbits and the number of foxes are both functions of time.
Explain why it is appropriate to model the number of rabbits and foxes as trigonometric functions of time.
Find an appropriate trigonometric function that models the number of rabbits, $r(t)$, as a function of time, $t$, in months.
Find an appropriate trigonometric function that models the number of foxes, $f(t)$, as a function of time, $t$, in months.
Graph both functions and give one possible explanation why one function seems to “chase” the other function.


aligns: no