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: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)
problem_activity: Problem 1
Nolan gives some Fruit-by-the-Foot to his
$$3$$
friends to share equally.
a.   If he has
$$3$$
feet of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
b.   If he has
$$1$$
foot of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
c.   If he has
$${1\over2}$$
foot of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
d.   If he has
$${1\over3}$$
foot of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
Problem 2
Priya and Mai used the diagrams below to find the value of
$$\frac13 \div 4$$
.
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a.   What is the same about the diagrams?
b.   What is different?
c.   Find the value that makes the equation true.
$$\frac13 \div 4 =$$
____
Problem 3
a.    Solve. Then check your work.
$${{1\over5}\div2}$$
$${{1\over6}\div4}$$
$${{1\over9}\div6}$$
b.   What do you notice in Part (a)? What do you wonder?


aligns: yes