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: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
problem_activity: Problem 1
Figure 1 (F1) and Figure 2 (F2) are shown below. For each statement below, determine if it is true or false. Explain your reasoning.
[IMG]
a.   A reflection over the
$$x$$
-axis and a translation to the left will transform F1 to F2, making the two figures congruent.
b.   A rotation of
$${180^{\circ}}$$
about the origin will transform F1 to F2, making the two figures congruent.
c.   A dilation from the origin and a translation up will transform F1 to F2, making the two figures similar.
d.   A reflection across the
$$x$$
-axis and a reflection across the
$$y$$
-axis will transform F1 to F2, making the two figures congruent.
e.   There is no sequence that will transform Figure 1 to Figure 2, making the two figures neither congruent nor similar.
Problem 2
The pentagon shown below is the resulting image of pentagon
$${ABCDE}$$
after it was dilated from point
$$A$$
by a scale factor of
$${\frac{1}{2}}$$
and then rotated clockwise
$${90^{\circ}}$$
about point
$$A$$
.
What are the original coordinates of pentagon
$${ABCDE}$$
?
[IMG]


aligns: yes