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 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

fl_problem_001097_neg_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
problem_activity: Narrative
The purpose of this activity is for students to understand that the standard algorithm for addition can be used with decimals. Students first find the value of a sum of decimals using a strategy that makes sense to them and then see calculations organized using the standard algorithm. They recognize the importance of organizing the calculations and carefully recording any newly composed units.
When students share their explanation of Han's calculations with a partner and revise their work after receiving feedback they critique the reasoning of others and improve their arguments (MP3).
This activity uses
MLR1 Stronger and Clearer Each Time.
Advances: Conversing
Launch
Groups of 2
“Work on the first two problems on your own.”
Activity
5–6 minutes: independent work time
MLR1 Stronger and Clearer Each Time
“Share your description of Han’s work with your partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
3–5 minutes: structured partner discussion.
Repeat with 2–3 different partners.
“Revise your initial draft based on the feedback you got from your partners.”
2–3 minutes: independent work time
Student Facing
Find the value of
\(5.61 + 2.53\)
. Explain or show your reasoning.
Han used the standard algorithm to add decimals. This is Han’s work. Describe what Han did in each step.
[IMG]
Use the standard algorithm to find the value of
\(6.62+3.74\)
.
Student Response
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Advancing Student Thinking
If students do not get the correct solution, ask, “What 2 whole numbers will the answer be between?”
Activity Synthesis
“Solve the last problem on your own.”
2–3 minutes: independent work time
“What was helpful about using the standard algorithm?” (It was helpful to line up the numbers and keep track of everything. It was also helpful to add everything in order, step by step.)
“How was the standard algorithm with decimals the same as for whole numbers?” (I add numbers with the same place value and then when I get a new unit, like the 1 here, I write it over the correct place value.)


aligns: no