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: 
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_pos_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
problem_activity: Activity
In this activity, students practice mentally dissecting a prism with a non-rectangular base into simpler prisms. The dissection corresponds to a dissection of the base into simpler figures. This expands on students’ ability to calculate the area of a base of a figure that has a rectangular base because here the base is not a rectangle. This prepares students to calculate the volume of this figure and other figures in future lessons.
As students work in their groups, monitor for the different ways students are decomposing or constructing the base of the figure into more familiar shapes.
Launch
Arrange students in groups of 3. Display the image for all to see throughout the activity. Tell students this is what the heart-shaped box mentioned in the task statement looks like.
[IMG]
Give students 2–3 minutes of quiet work time followed by a whole-class discussion.
Engagement: Internalize Self Regulation.
Check for understanding by inviting students to rephrase directions in their own words. Provide a project checklist that chunks the various steps of the activity into a set of manageable tasks.
Supports accessibility for: Organization; Attention
Conversing: MLR5 Co-Craft Questions.
Display the image of the heart-shaped box and initial task statement without revealing the questions that follow. Ask students to write mathematical questions about the situation. Invite students to share their questions with their group and choose 1 question from their group to share with the class. Listen for questions that connect to finding the area of the base of the heart-shaped prism (e.g., “What’s the most 1 inch by 1 inch by 1 inch chocolates that can fit along the bottom of the box?”). This helps students produce the language of mathematical questions and begin reasoning about different approaches for finding the area of a non-rectangular shape.
Design Principle(s): Cultivate conversation
Student Facing
A box of chocolates is a prism with a base in the shape of a heart and a height of 2 inches. Here are the measurements of the base.
[IMG]
To calculate the volume of the box, three different students have each drawn line segments showing how they plan on finding the area of the heart-shaped base.
[IMG]
For each student’s plan, describe the shapes the student must find the area of and the operations they must use to calculate the total area.
Although all three methods could work, one of them requires measurements that are not provided. Which one is it?
Between you and your partner, decide which of you will use which of the remaining two methods.
Using the quadrilaterals and triangles drawn in your selected plan, find the area of the base.
Trade with a partner and check each other’s work. If you disagree, work to reach an agreement.
Return their work. Calculate the volume of the box of chocolates.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
The box has 30 pieces of chocolate in it, each with a volume of 1 in
3
. If all the chocolates melt into a solid layer across the bottom of the box, what will be the height of the layer?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Select students to share whose method they decided to use and why. Ask students:
“Whose method could not be used? Why not?” (Lin’s, because we don’t know the base and  height of the trapezoids.)
“How did you find the areas of the base?”
“What was different about the base of this figure in comparison to other bases we have worked with?” (This base needs to be decomposed to calculate its area.)
“What was the first thing you did to find the volume?” (Use the area of the base and multiply it by the height of the figure.)
“Why would a chocolatier want to know the volume of a heart shaped box like this?” (He may want to know how many candies can fit inside of a box.)
Explain to students that they might encounter figures that have non-rectangular bases in future activities or lessons. It will be important for them to think about different strategies to calculate the area of the base.


aligns: no