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: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
problem_activity: Narrative
The purpose of this activity is for students to find combinations of coins with a value of 100 cents and understand that a dollar is the same as 100 cents. They add within 100 by grouping like coins, using a ten, or using counting on strategies. They find coin combinations that add up to 100 cents or 1 dollar and write the leftover amount as cents. This work builds on students’ understanding of a hundred.
Engagement: Develop Effort and Persistence.
Chunk the tasks by question and check in with students to provide feedback and encouragement after each question. Look for the students to be using a strategy and ask them to verbalize their solution to ensure they are on the right track.
Supports accessibility for: Language; Organization
Required Preparation
Add a dollar bill to the money poster showing the front and back to display in the launch.
Launch
Groups of 2
Display the poster with the dollar added.
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“We just saw that there are many different ways to use coins to make 100 cents. One dollar is also the same as 100 cents.”
“If I have a dollar and I found a quarter, how much money would I have?” (125 cents or \$1 and 25¢)
30 seconds: quiet think time
Display a dollar and a quarter and write $1 and 25¢.
[IMG]
“When you write dollar amounts you use the \$ symbol. Use the ¢ symbol for the amount that cannot be grouped to make a dollar.”
Activity
“Now, you are going to work with a partner to make dollars and cents.”
10 minutes: partner work time
Monitor for students who show Priya's money in different ways to share in the Lesson Synthesis.
Student Facing
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Andre emptied his pockets and found these coins.
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How much money does he have? Show your thinking.
Han emptied his pockets and found these coins.
[IMG]
How much money does he have? Show your thinking.
Priya has $1 and 18¢ in her pocket.
If Priya only had coins in her pocket, what coins could she have?
Represent Priya’s coins:
If Priya had 1 dollar bill and some coins, what coins could she have?
Represent Priya's money:
Student Response
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Advancing Student Thinking
If students show the value of Andre and Han's coins only in cents, consider asking:
“How did you find the total value of the coins?”
“How many dollars does _______ have? How many leftover cents would he have?”
“How could you say how much money _______has using dollars and cents?”
Activity Synthesis
“I noticed that when you were creating a coin collection for Priya, there were different solutions.”
“How is it possible that everyone represented the same amount of money?” (Different coins can show the same amount, but you need a different number of coins.)
Invite students to share different combinations of coins they used to make $1.
Share and record responses.


aligns: yes