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: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
problem_activity: Task
The 54 students in one of several middle school classrooms were asked two questions about musical preferences: “Do you like rock?” “Do you like rap?” The responses are summarized in the table below.
{"table": [{"tbody": [{"tr": [{"td": [{}], "th": [{"_value": "Likes Rap"}, {"_value": "Doesn't Like Rap"}, {"_value": "Row Totals"}]}, {"th": [{"_value": "Likes Rock"}], "td": [{"_value": "27"}, {"_value": "6"}, {"_value": "33"}]}, {"th": [{"_value": "Doesn't Like Rock"}], "td": [{"_value": "4"}, {"_value": "17"}, {"_value": "21"}]}, {"th": [{"_value": "Column Totals"}], "td": [{"_value": "31"}, {"_value": "23"}, {"_value": "54"}]}]}]}]}
Is this a random sample, one that fairly represents the opinions of all students in the middle school?
What percentage of the students in the classroom like rock?
Is there evidence in this sample of a positive association in this class between liking rock and liking rap? Justify your answer by pointing out a feature of the table that supports it.
Explain why the results for this classroom might not generalize to the entire middle school.


aligns: no