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: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Answer: 
Yes. An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation.

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_pos_0

HS_0
standard_description: Write and evaluate numerical expressions involving whole-number exponents.
problem_activity: Warm-up
The purpose of this Number Talk is to elicit strategies and understandings students have for dividing powers. These understandings help students develop fluency and will be helpful later in this lesson when students investigate negative exponents. While four problems are given, it may not be possible to share every strategy. Consider gathering only two or three different strategies per problem. It is expected that students won't know how to approach the final question. Encourage them to make their best guess based on patterns they notice.
Launch
Display one problem at a time. Give students 1 minute of quiet think time per problem and ask them to give a signal when they have an answer and a strategy. Allow students to share their answers with a partner and note any discrepancies.
Representation: Internalize Comprehension.
To support working memory, provide students with sticky notes or mini whiteboards.
Supports accessibility for: Memory; Organization
Student Facing
Solve each equation mentally.
\(\frac{100}{1} = 10^x\)
\(\frac{100}{x} = 10^1\)
\(\frac{x}{100} = 10^0\)
\(\frac{100}{1,\!000} = 10^{x}\)
Student Response
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Activity Synthesis
Ask students to share what they noticed about the first three problems. Record the equations with the solutions written in place:
\(\frac{100}{1} = 10^2\)
\(\frac{100}{10} = 10^1\)
\(\frac{100}{100} = 10^0\)
Ask students to describe any patterns they see, and how they would continue the patterns for the last problem:
\(\frac{100}{1,\!000} = 10^{x}\)
Tell them that in this lesson, we will explore negative exponents.
Speaking: MLR8 Discussion Supports.
: Display sentence frames to support students when they explain their strategy. For example, "First, I _____ because . . ." or "I noticed _____ so I . . . ." Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Design Principle(s): Optimize output (for explanation)


aligns: no