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: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
problem_activity: Activity
The goal of this activity, and the two that follow, is for students to solve an equation in a real-world context while previewing some future work solving systems of equations. Here, students first make sense of the situation using a table of values describing the water heights of two tanks and then use the table to estimate when the water heights are equal. A key point in this activity is the next step: taking two expressions representing the water heights in two different tanks for a given time and recognizing that the equation created by setting the two expressions equal to one another has a solution that is the value for time,
\(t\)
, when the water heights are equal.
Launch
Give students 2–3 minutes to read the context and answer the first problem. Select students to share their answer with the class, choosing students with different representations of the situation if possible. Give 3–4 minutes for the remaining problems followed by a whole-class discussion.
Representation: Internalize Comprehension.
Represent the same information through different modalities by using diagrams. If students are unsure where to begin, suggest that they draw a diagram to help illustrate the information provided.
Supports accessibility for: Conceptual processing; Visual-spatial processing
Representing, Conversing: MLR2 Collect and Display.
To begin the whole-class discussion, give students the opportunity to discuss their solutions to the first question in groups of 3–4. Circulate through the groups and record language students use to describe what is happening in each tank. Listen for language related to rate of change, differences between rates, initial amounts of water, etc. If groups are stuck, consider asking, “What happens to the amount of water in Tank 1 (or 2) as time goes on?” and “Can you draw a picture of Tank 1 (or 2) at 5 minutes and then another picture at 10 minutes? What do you notice?” Post the collected language in the front of the room so that students can refer to it throughout the rest of the activity and lesson. This will help students talk about the relationship between the two tanks prior to being asked to find the time when they are equal.
Design Principle(s); Maximize meta-awareness
Student Facing
The amount of water in two tanks every 5 minutes is shown in the table.
| time (minutes) | tank 1 (liters) | tank 2 (liters) |
|----------------|-----------------|-----------------|
|       0        |       25        |      1000       |
|       5        |       175       |       900       |
|       10       |       325       |       800       |
|       15       |       475       |       700       |
|       20       |       625       |       600       |
|       25       |       775       |       500       |
|       30       |       925       |       400       |
|       35       |      1075       |       300       |
|       40       |      1225       |       200       |
|       45       |      1375       |       100       |
|       50       |      1525       |        0        |
Describe what is happening in each tank. Either draw a picture, say it verbally, or write a few sentences.
Use the table to estimate when the tanks will have the same amount of water.
The amount of water (in liters) in tank 1 after
\(t\)
minutes is
\(30t + 25\)
. The amount of water (in liters) in tank 2 after
\(t\)
minutes is
\( \text-20t + 1000\)
. Find the time when the amount of water will be equal.
Student Response
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Activity Synthesis
The purpose of this discussion is to elicit student thinking about why setting the two expressions in the task statement equal to one another is both possible and a way to solve the final problem.
Consider asking the following questions:
“What does
\(t\)
represent in the first expression? The second?” (In each expression,
\(t\)
is the time in minutes since the tank’s water level started being recorded.)
“After we substitute a time in for
\(t\)
and simplify one of the expressions to be a single number, what does that number represent? What units does it have?” (The number represents the amount of liters in the water tank.)
“How accurate was your estimate about the water heights using the table?” (My estimate was within a few minutes of the actual answer.)
“If you didn’t know which expression in the last problem belonged to which tank, how could you figure it out?” (One of the expressions is increasing as
\(t\)
increased, which means it must be Tank 1. The other is decreasing as
\(t\)
increases, so it must be Tank 2.)
“How did you find the time the two water heights were equal using the expressions?” (Since each expression gives the height for a specific time,
\(t\)
, and we want to know when the heights are equal, I set the two expressions equal to each other and then solved for the
\(t\)
-value that made the new equation true.)


aligns: no