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: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
problem_activity: Narrative
The purpose of this activity is for students to solve a story problem and write an equation to match it. Students are divided into nine groups and each group gets one of the story problem cards from the blackline master. Students individually solve the story problem and write an equation to match it before creating a poster with their group. During the synthesis, students explain how the equations match the story problem. When students recognize that the numbers in the equations represent specific quantities in the story problems, they reason abstractly and quantitatively (MP2).
Engagement: Internalize Self-Regulation.
Provide students an opportunity to self-assess and reflect on their own progress. For example, ask students to check over their work to make sure they used drawings, numbers, or words to show their thinking, and also included at least one equation to show how they solved the problem.
Supports accessibility for: Organization, Conceptual Processing
Required Materials
Materials to Gather
Tools for creating a visual display
Materials to Copy
Story Problem Cards Grade 1
Required Preparation
Create one set of Story Problem Cards from the blackline master.
Launch
Groups of 2–4, so there are 9 groups
Give each group tools for creating a visual display and one of the story problems.
Activity
"Now we will solve some problems about games students play outdoors."
“Read your problem with your partner or group. Then solve the problem on your own. Show your thinking using drawings, numbers, or words. Write an equation to match the story problem.”
4 minutes: independent work time
“Work with your partner or group to agree on the answer to the story problem and make a display of your work. If you showed your thinking in different ways, include them all on the poster.”
6 minutes: small-group work time
Monitor for 2–3 posters in which the representation is clear, labeled, and has accurate equations.
Student Facing
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Display previously identified posters.
“How does the equation each group wrote match the story problem?”


aligns: no