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 and division and of fractions to multiply and divide rational numbers.

Answer: 
Yes. This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).

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_pos_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Compute (using technology) and interpret the correlation coefficient of a linear fit.
problem_activity: Warm-up
The purpose of this warm-up is to connect the analytical work students have done with dot plots in previous lessons with statistical questions. This activity reminds students that we gather, display, and analyze data in order to answer statistical questions. This work will be helpful as students contrast dot plots and histograms in subsequent activities.
Launch
Arrange students in groups of 2. Give students 1 minute of quiet work time, followed by 2 minutes to share their responses with a partner. Ask students to decide, during partner discussion, if each question proposed by their partner is a statistical question that can be answered using the dot plot. Follow with a whole-class discussion.
If students have trouble getting started, consider giving a sample question that can be answered using the data on the dot plot (e.g., “How many dogs weigh more than 100 pounds?”)
Student Facing
Here is a dot plot showing the weights, in pounds, of 40 dogs at a dog show.
[IMG]
Write two statistical questions that can be answered using the dot plot.
What would you consider a typical weight for a dog at this dog show? Explain your reasoning.
Student Response
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Activity Synthesis
Ask students to share questions they agreed were statistical questions that could be answered using the dot plot. Record and display their responses for all to see. If there is time, consider asking students how they would find the answer to some of the statistical questions.
Ask students to share a typical weight for a dog at this dog show and why they think it is typical. Record and display their responses for all to see. After each student shares, ask the class if they agree or disagree.


aligns: no