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: 
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_pos_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Know there is a complex number i such that i^(2) = –1, and every complex number has the form a + bi with a and b real.
problem_activity: Optional activity
This activity extends the work with rectangles and fractions to continued fractions. Continued fractions are not a part of grade-level work, but they can be reasoned about and rewritten using grade-level skills for operating on fractions (MP8). In particular, the insight that
\(\frac{1}{\frac{a}{b}}=\frac{b}{a}\)
(a special case of invert and multiply) is helpful.
In this activity, students consolidate their understanding about how the greatest common factor of the numerator and denominator of a fraction can help them write an equivalent fraction whose numerator and denominator have greatest common factor 1—sometimes called “lowest terms.”
Launch
Arrange students in groups of 2. Students work alone and compare their work with a partner.
Consider a quick warm-up like this:
Write a fraction that is equal to each expression:
\(3+\frac15\)
\(\frac{1}{3+\frac15}\)
\(2+\frac{1}{3+\frac15}\)
Representation: Develop Language and Symbols.
Eliminate barriers and provide concrete manipulatives to connect symbols to concrete objects or values. For example, provide students with access to the four large rectangles prepared on graph paper.
Supports accessibility for: Visual-spatial processing; Fine-motor skills
Student Facing
Accurately draw a 37-by-16 rectangle. (Use graph paper, if possible.)
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
How many squares of each size are there?
What are the dimensions of the last square you drew?
What does this have to do with
\(2+\frac{1}{3+\frac15}\)
?
Consider a 52-by-15 rectangle.
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
Write a fraction equal to this expression:
\(3+\frac{1}{2+\frac17}\)
.
Notice some connections between the rectangle and the fraction.
What is the greatest common factor of 52 and 15?
Consider a 98-by-21 rectangle.
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
Write a fraction equal to this expression:
\(4+\frac{1}{1+\frac{7}{14}}\)
.
Notice some connections between the rectangle and the fraction.
What is the greatest common factor of 98 and 21?
Consider a 121-by-38 rectangle.
Use the decomposition-into-squares process to write a continued fraction for
\(\frac{121}{38}\)
. Verify that it works.
What is the greatest common factor of 121 and 38?
Student Response
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aligns: no