few_shots: 
Example 1:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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: 
Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Answer: 
Yes. This task involves representing addition with objects such as number cards and dice.

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?

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HS_0
standard_description: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
problem_activity: Narrative
The purpose of this activity is for students to draw shapes. Students draw straight lines to connect the dots to create shapes. Some students may benefit from a ruler or straight edge to assist them. Students draw some shapes that they can name, such as triangles and rectangles. They also draw some shapes that they have not been introduced to the formal names of. Students can describe the attributes of these shapes but are not expected to name the shapes.
Launch
Display the first image of four big red dots from the student book.
“What do you notice? What do you wonder?” (There are black dots. There are 4 big red dots.)
30 seconds: quiet think time
30 seconds: partner discussion
Share responses.
“These dots will help us draw shapes. I need to connect the red dots using straight lines.”
Demonstrate drawing a straight line between 2 of the red dots.
“Where should I draw the next line?”
Repeat until the rectangle is drawn.
“What shape did I draw?” (A rectangle.)
Activity
“Draw straight lines to connect the dots. When you’re finished, color in the shape and tell your partner about the shape you drew.”
6 minutes: partner work time
Student Facing
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Synthesis:
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Student Response
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Activity Synthesis
Display the last image with 3 red dots.
“Tyler is connecting the dots. What shape do you think he is going to make? Why?” (A triangle. There are 3 dots so there will be 3 sides. Triangles have 3 sides.)
If needed, ask “How many corners will the shape have? How many sides will the shape have?”


aligns: no