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: 
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_neg_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
problem_activity: Narrative
The purpose of this activity is for students to begin to distinguish rectangles from other shapes. By working with variants and non-examples of rectangles, students begin to develop their understanding of what makes a shape a rectangle. When they discuss which group a shape should be placed in, students informally describe the attributes of the shape.
MLR8 Discussion Supports.
Students should take turns finding a match and explaining their reasoning to their partner. Display the following sentence frames for all to see: “I noticed _____, so I matched . . . .” Encourage students to challenge each other when they disagree.
Advances Conversing, Listening
Required Materials
Materials to Copy
Rectangle Sort Cards
Required Preparation
Cut out rectangle cards from the blackline master. Each group of 4 needs 1 set of cards.
Launch
Groups of 4
Give each group a set of cards.
Draw or display a rectangle:
[IMG]
“Tell your partner two things you know about this shape.” (There are 4 sides. It looks like a door. It is a rectangle. It is long and flat.)
30 seconds: quiet think time
30 seconds: partner discussion
Share and record responses.
If needed, ask “What is the name of this shape?”
30 seconds: quiet think time
“This shape is a
rectangle
.”
Activity
“Work with your group to sort the shapes into two groups. Put the shapes that are rectangles on the left side of your page. Put the shapes that are not rectangles on the right side of your page. When you place a shape, tell your group why you think the shape belongs in that group.”
4 minutes: small-group work time
“Write a number to show how many shapes are in each group.”
1 minute: independent work time
“Which group has fewer shapes? How do you know?”
30 seconds: quiet think time
30 seconds: partner discussion
Student Facing
Let’s put the shapes into 2 groups.
Rectangle
[IMG]
[IMG]
[IMG]
Not a Rectangle
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students put shapes other than rectangles into the group of rectangles, consider asking:
“How did you choose which group to put this shape in?”
“What is alike, or the same, about all of the shapes in this group?”
Activity Synthesis
Invite 1–2 groups to share how they sorted the shapes.
Draw or display a square:
[IMG]
“Which group did you put this shape in?” (We put it with the rectangles because it has 4 sides. We didn’t put it with the rectangles because it is a square.)
“This shape is a
square
, which is a special rectangle because all four sides are the same length.”


aligns: no