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: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
problem_activity: Warm-up
The mathematical purpose of this activity is for students to compare different distributions using shape, measures of center, and measures of variability. This warm-up prompts students to compare four distributions representing recent bowling scores for potential teammates. It gives students a reason to use language precisely (MP6) and gives you the opportunity to hear how they use terminology and talk about characteristics of the images in comparison to one another.
Launch
Arrange students in groups of 2–4.
Student Facing
Each histogram shows the bowling scores for the last 25 games played by each person. Choose 2 of these people to join your bowling team. Explain your reasoning.
Person A
mean: 118.96
median: 111
standard deviation:​ ​32.96
interquartile range: 44
[IMG]
Person B
mean: 131.08
median: 129
standard deviation: 8.64
interquartile range: 8
[IMG]
Person C
mean: 133.92
median: 145
standard deviation: 45.04
interquartile range: 74
[IMG]
Person D
mean: 116.56
median: 103
standard deviation: 56.22
interquartile range: 31.5
[IMG]
Student Response
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Activity Synthesis
Ask each group to share one bowler they would choose and their reasoning. If none of the groups select a certain player, ask why this player was not chosen or to give reasons why another team may want this player on their team. Since there is no single correct answer to the question of which one does not belong, attend to students’ explanations and ensure the reasons given are correct. During the discussion, ask students to explain how they used the statistics given as well as the histograms.


aligns: no