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: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
problem_activity: Optional activity
In this activity, students build a trundle wheel and use it to measure distances in the classroom. The trundle wheels need to be stored in the classroom for use in the next lesson. If it is not feasible to store a trundle wheel from every group of 3–4 students, have them combine to form larger groups before building the wheels. Each student should still get a chance to practice measuring with the trundle wheel.
It is suggested that students build their trundle wheels using a paper plate as the wheel, two rulers taped together end to end as the handle, a metal paper fastener, and an index card taped to the wheel to produce an audible “click” when it hits the handle. There are many other ways to build a trundle wheel. If this fits into the culture of the class, students can use other designs and materials, e.g., students could use a bike with a playing card in the spokes to count rotations.
Launch
Keep students in the same groups, or if necessary, combine them to form larger groups. Discuss how to build the trundle wheel and distribute the supplies. Give students 15 minutes of group work time to build and try out their trundle wheels, followed by whole-class discussion.
Student Facing
Your teacher will give you some supplies. Construct a trundle wheel and use it to measure the length of the classroom. Record:
the diameter of your trundle wheel
the number of clicks across classroom
the length of the classroom (Be prepared to explain your reasoning.)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may need some trial and error in building working trundle wheels, in particular for placing the clicking device. Encourage them to try out their design and then revise it as necessary.
Activity Synthesis
The goal of this discussion is for students to double-check that their trundle wheels work correctly and their results are reasonable. Invite one group that used each size of paper plate to demonstrate how their wheel works by walking across the classroom and counting the “clicks.” Record the data for all to see and discuss how these groups’ calculations for the length of the classroom compare, which may include the following points:
The group with the smaller plate had a larger number of clicks and vice versa.
Each group needs to multiply their number of clicks by the circumference of their wheel.
The circumference of the wheel can be found by multiplying the diameter times
\(\pi\)
or the radius times
\(2\pi\)
.
Should we report our answer in terms of
\(\pi\)
or use an approximation?
Are the groups’ answers for the length of the classroom pretty close or very different?
Is it possible to count half rotations of the wheel?
Representation: Develop Language and Symbols.
Display or provide charts with important terms and vocabulary. Invite students to suggest language or diagrams to include that will support their understanding and memory of: formula for circumference, rotation and the relationship between circumference of a wheel and the distance traveled.
Supports accessibility for: Conceptual processing; Memory
Representing, Conversing: MLR7 Compare and Connect.
Rearrange groups of students so that they are seating with another group that used the same size paper plate to build their trundle wheel. Invite groups to share their solutions and reasoning for the length of the classroom with each other. Ask, “What is the same and what is different?” about how they used their trundle wheel to measure the classroom. This will help students to consider precision when measuring and use mathematical language as they converse.
Design Principle(s): Maximize meta-awareness; Cultivate conversation


aligns: no