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: 
Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Answer: 
Yes. This task involves representing addition with objects such as number cards and dice.

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_pos_0

K
standard_description: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
problem_activity: Activity
In this partner activity, students take turns finding a set of representations that represent the same function. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3).
Launch
Arrange students in groups of 2. Partners take turns identifying representations that match, and explaining to their partner how they know they match. If necessary, demonstrate the protocol before students start working, including productive ways to agree or disagree, for example, by explaining your mathematical thinking or asking clarifying questions.
Student Facing
Your teacher will give you a set of representations. Sort them so that in each group there is a table, graph, equation, and example that all represent the same function.
Student Response
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Activity Synthesis
Much of the discussion will happen within groups. Ensure that students found correct matches, and invite selected students to explain how they know they are matches. Here are some possible discussion questions:
“Which matches were tricky? Explain why.”
“Did you need to make adjustments in your matches? What might have caused an error? What adjustments were made?”


aligns: no