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: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
problem_activity: Optional activity
This challenging activity examines how measurement errors behave when 3 quantities are multiplied (versus 2 quantities in the previous activity). In other words, if I have measurements
\(a\)
,
\(b\)
, and
\(c\)
each with a maximum error of 5%, what percent error can
\(a \boldcdot b \boldcdot c\)
have? The arithmetic and algebraic demands of this task are high because students take a product of
three
quantities that each have a maximum percent error of 5%.
Launch
Arrange students in groups of 2. Provide access to calculators. Make sure students realize that the first question gives the measured values, not the actual values, for each dimension.
Give students 10 minutes to discuss with their partners, followed by whole-class discussion.
Conversing: MLR8 Discussion Supports.
Before students determine the maximum measurement error for the volume of a prism, invite pairs to make a prediction and justification. Use a sentence frame such as: “In a prism, if each dimension has a 5% maximum measurement error, we predict the volume’s maximum percentage error is ___ because….”. This will help students use the mathematical language of justifications to begin reasoning about the measurement error for volume.
Design Principle(s): Cultivate conversation; Support sense-making
Student Facing
The length, width, and height of a rectangular prism were measured to be 10 cm, 12 cm, and 25 cm. Assuming that these measurements are accurate to the nearest cm, what is the largest percent error possible for:
each of the dimensions?
the volume of the prism?
If the length, width, and height of a right rectangular prism have a maximum percent error of 1%, what is the largest percent error possible for the volume of the prism?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may think that the maximum error possible for the volume is 1% because the length, width, and height are within 1% of the actual values. Encourage these students to make calculations of the biggest and smallest possible length, width, and height. Then ask them to make calculations for the biggest and smallest possible volumes.
Activity Synthesis
Some discussion points include:
The first problem gives measurements and errors (but no percent error), while the second problem gives no measurements but does give the percent error. This makes the calculations notably different for the two problems.
In the first problem, we are given measurements and the possible size of error. We need to find the greatest percent error and, as we have seen in other cases, this happens for the smallest possible value of the measurement. If we were to find the percent error of each measurement, we would find that the error for the volume is a
larger
percent error than for any of the individual measurements.
In the second problem, we are given the maximum possible percent error but no measurements, and we need to find the largest possible error for the volume, that is, for the product of the three unknown measurements. The greatest percent error possible for the volume occurs when the measured value is as large as possible.
A unifying feature in these two problems is that we notice that the largest percent error occurs when the actual measurements are
smaller
than the measured values, as much smaller as possible.
Representation: Internalize Comprehension.
Use color and annotations to illustrate connections between representations. As students share their diagrams and reasoning, use color and annotations to scribe their thinking on a display of each problem so that it is visible for all students.
Supports accessibility for: Visual-spatial processing; Conceptual processing


aligns: no