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

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fl_problem_001097_pos_0

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fl_problem_001894_pos_0

HS_0
standard_description: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
problem_activity: Narrative
The purpose of this activity is for students to find areas of rectangles where one side is a whole number and the other side is a fraction that is greater than 1.  Students should solve the problems in a way that makes sense to them. Ask students to explain how the diagrams show the multiplication expressions.
Engagement: Provide Access by Recruiting Interest.
Synthesis: Optimize meaning and value. Invite students to share how they use the diagram to calculate the area of the desk or the garden and the method they used to do so with a classmate.
Supports accessibility for: Conceptual Processing, Attention
Launch
Groups of 2
Activity
5 minutes: individual work time
5 minutes: partner work time
Student Facing
Write a multiplication expression to represent the area of the shaded region.
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What is the area of the shaded region?
Write a multiplication expression to represent the area of the shaded region.
[IMG]
What is the area of the shaded region?
Student Response
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Advancing Student Thinking
If students do not write multiplication expressions to represent the area of the shaded region, prompt them to explain how they found the area of the shaded region. Then, write expressions to represent the student’s strategy and ask, “How do these expressions represent your strategy?”
Activity Synthesis
Ask several students to share their responses to the second problem.
Display:
\(3 \times 3\frac{3}{4}\)
\(3 \times \frac{15}{4}\)
“How do these expressions represent the area of the shaded region?” (They are the width and length of the shaded region. In one, the length is a whole number and some fourths, and in the other, it is all fourths.)
“How is finding the value of these two expressions different?” (For the first one, I can multiply 3 by 3 and then 3 by
\(\frac{3}{4}\)
and add them together. For the second one, I can see how many fourths I have using multiplication.)


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