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: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
problem_activity: Narrative
The purpose of this activity is for students to analyze strategies for adding and subtracting numbers to the ten-thousands place. Students look at addition problems that require composing new units, when the sum of the digits in a particular place value exceeds 10. The subtraction problems do not require students to decompose a unit, as this will be addressed in future lessons. They look at 2 strategies.
Strategy A allows students to add each number in terms of the value of each digit, written in expanded form. Strategy B follows the same logic, but without writing the full value that each digit represents. Then, students use the same strategies to subtract without decomposing a unit.
When students perform operations on the quantities in the situation, they reason abstractly and quantitatively (MP2).
Required Materials
Materials to Gather
Grid paper
Launch
Groups of 2
“Now let’s look at the weekend activity,”
Display the image in the task.
“What do you notice about the number of steps the teacher took during the week versus on the weekend?” (The teacher took a lot more steps each day during the weekend.)
Activity
2 minutes: quiet think time
6–7 minutes: partner work time
Student Facing
The teacher also keeps track of the number of steps she took during the weekend. The data from Saturday and Sunday of that same week are shown.
[IMG]
Here are two strategies to compute the total number of steps she took over the weekend.
Strategy A
[IMG]
Strategy B
[IMG]
Analyze the strategies. Discuss with your partner:
What is happening in each strategy?
How are they alike? How are they different?
Use both strategies to find the difference between the number of steps the teacher took on Saturday and on Sunday.
During another week, the teacher took 26,815 steps during the weekdays and 11,403 steps during the weekend. Use both strategies to find the total number of steps she took that week.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
Students may accurately write numbers in expanded form to subtract, but add the values instead of subtracting them because of the addition symbols they see. Consider refocusing students to the original problem and asking: “How might you find the difference between the values in each place?”
Activity Synthesis
Ask students to explain how the strategies are alike and how they are different. (They both add by place value and get the same answer, but one strategy breaks each number up and the other does not.)
“Why might a student have used one of the strategies instead of the other?”
“Strategy B is called the
standard algorithm
and is useful when we add and subtract large numbers.”


aligns: no