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: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) ^( )Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
problem_activity: Warm-up
Students calculate a scale factor given the areas of the circular base of a cone and the base of its dilation. This connects the concept of surface area dilation to cross sections, and gives practice with non-integer roots.
Monitor for pairs of students who initially consider an answer of 20.25 but come to a consensus that the scale factor is 4.5.
Launch
Arrange students in groups of 2. Provide access to scientific calculators. After quiet work time, ask students to compare their responses to their partner’s and decide if they are both correct, even if they are different. Follow with a whole-class discussion.
Student Facing
The image shows a cone that has a base with area
\(36\pi\)
square centimeters. The cone has been dilated using the top vertex as a center. The area of the dilated cone’s base is
\(729\pi\)
square centimeters.
[IMG]
What was the scale factor of the dilation?
Student Response
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Anticipated Misconceptions
Some students may struggle to find the square root of 20.25. Remind students that their calculators can find square roots, and prompt them to use an estimate to check the reasonableness of the calculator output.
Activity Synthesis
Select a pair of students to explain their reasoning. If the pair considered 20.25 but moved to an answer of 4.5, ask how they knew 20.25 wasn’t correct.
Discuss with students how they can decide if 4.5 is a reasonable value for the square root of 20.25, considering the fact that 4
2
= 16 and 5
2
= 25. If time allows, ask students to calculate the scale factor for the solid’s volume (4.5
3
= 91.125).


aligns: no