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: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
problem_activity: Activity
One purpose of this activity is to practice seeing the total length of a segment as the sum of its pieces, and using the whole side length of a rectangle to express its area. Another is to generate examples of equivalent expressions, and understand why they are equivalent based on an understanding of area and the distributive property.
Monitor for students who write different but equivalent expressions to represent the area of a rectangle. For example,
\(2(t+5+t)\)
,
\(2t+10+2t\)
, and
\(4t+10\)
for figure B.
Student Facing
Complete the table with the length, width, and area of each rectangle.
[IMG]
| rectangle | length (units) | width (units) | area (square units) |
|-----------|----------------|---------------|---------------------|
|     A     |    \(a+4\)     |               |                     |
|     B     |                |       2       |                     |
|     C     |                |               |                     |
|     D     |                |               |                     |
|     E     |                |               |                     |
Student Response
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Activity Synthesis
Invite previously-selected students to share different but equivalent expressions for length and area. (Reassure students that it doesn’t matter which side is considered the length or the width.) If any students express confusion over a response, encourage the student who came up with the response to explain. For example, a student might wonder why
\(a+a+a\)
can be expressed as
\(3a\)
.
Display the table from the task statement for all to see, and write any equivalent expressions that are mentioned next to each other. For example, for the area of figure A, you might write
\(5(a+4)\)
,
\((4+a) \boldcdot 5\)
, and
\(5a+20\)
. Show in the figure how you can see
\(5(a+4)\)
(the product of one side and the other whole side) and
\(5a+20\)
(the area of each smaller rectangle, added up). Emphasize that all of these expressions correctly represent the area of the whole figure, and highlight use of the distributive property where it occurs.


aligns: no