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: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
problem_activity: Problem 1
a.   Here are two ways to find the area of a rectangle that is 23 units by 31 units.
[IMG]
What do the area models have in common? How are they alike?
How are they different?
If you were to find the area of a rectangle that is 37 units by 49 units, which of the two ways of decomposing the rectangle would you use? Why?
b.   You might be familiar with different ways to write multiplication calculations. Here are two ways to calculate
$$23\times31$$
.
[IMG]
In Calculation A, how are each of the partial products obtained? For instance, where does the 3 come from?
In Calculation B, how are the 23 and 690 obtained?
Look at the area models in Part (a). Which area model corresponds to Calculation A? Which one corresponds to Calculation B?
How are the partial products in Calculation A and the 23 and 690 in Calculation B related to the numbers in the area models?
Problem 2
a.   Label the area model to represent
$$37\times49$$
and to find that product.
[IMG]
Decompose each number into its base-ten units (tens, ones, etc.) and write them in the boxes on each side of the rectangle.
Label regions A, B, C, and D with their areas. Show your reasoning.
Find the product that the area model represents. Show your reasoning.
b.   Here are two ways to calculate 37 × 49. Each number with a box gives the area of one or more regions in the area model.
[IMG]
In the boxes next to each number, write the letter(s) of the corresponding region(s).
In Calculation B, which two numbers are being multiplied to obtain 333? Which two are being multiplied to obtain 1,480?
Problem 3
Estimate the following products. Then solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help.
a.
$$73\times84$$
b.
$$48\times67$$


aligns: no