few_shots: 
Example:
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.

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

shot_info: im_task_001477_neg_0

K
standard_description: Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
problem_activity: Problem 1
Pentagon
$${FGHIJ}$$
is a scale image of pentagon
$${ABCDE}$$
.
[IMG]
a.   Complete the table below with the measurements of each pentagon.
{"table": [{"_attributes": {"align": "Center", "class": ["table", "table-bordered"], "style": "table-layout:Fixed; width:75%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"_value": "Original line segment"}]}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"_value": "Original length"}]}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"_value": "Corresponding line segment"}]}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"_value": "Scale length"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$AB$$"}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$FG$$"}]}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$BC$$"}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$GH$$"}]}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$CD$$"}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$HI$$"}]}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$AE$$"}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$FJ$$"}]}, {}]}]}]}]}
b.   Is there a proportional relationship between the side lengths of the original pentagon and the scaled pentagon? Explain using the measurements in the table.
c.   What is the constant of proportionality?
d.   What is the scale factor?
Problem 2
Melissa orders business cards to promote her new website. She previews the cards online before placing her order. The scale image she sees online and the actual size of the cards are shown below.
[IMG]
What scale factor was used to create the online image from the actual size of the business card?
Problem 3
For each situation described below, sketch and label the scale image using the scale factor.
a.   Your family recently had a family portrait taken. Your aunt asks you to take a picture of the portrait using your phone and send it to her. The original portrait is 3 feet by 3 feet and the scale factor from the original picture to the picture on your phone is
$${1 \over18}$$
. Draw the scale drawing, in inches, that would be the size of the portrait on your phone.
b.   Create a scale drawing of the arrow below using a scale factor of 150%.
[IMG]


aligns: no