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: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
problem_activity: Narrative
The purpose of this activity is for students to practice drawing and describing figures with points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.
Students draw two-dimensional figures and then describe it to their partner. Their partner attempts to draw the figure without seeing it, making it important to use precise language to communicate important features of the figure (MP6).
Representation: Develop Language and Symbols.
Provide students with access to definitions or reminders of recently learned terms, such as: ray, line segment, right angle, acute angle, obtuse angle, perpendicular lines, parallel lines.
Supports accessibility for: Memory, Conceptual Processing, Attention
Required Materials
Materials to Gather
Rulers or straightedges
Launch
Groups of 2
Activity
5 minutes: independent work time
8–10 minutes: partner work time
Monitor for diagrams that reflect a variety of geometric features.
Monitor for students who consider both geometric features and measurement in the description.
Student Facing
Create a two-dimensional shape that has at least 3 of the following:
ray
line segment
right angle
acute angle
obtuse angle
perpendicular lines
parallel lines
Without showing your partner, describe the figure so that your partner is able to draw it as best as possible.
Switch roles, and draw your partner’s shape based on their description.
Student Response
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Activity Synthesis
Invite previously selected students to share.
“What would have helped your partner make a more accurate drawing?” (If I described the measure of the angle, measure of the line segment, the location, a grid, using a straight edge)


aligns: yes