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: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
problem_activity: Narrative
The purpose of this activity is for students to have an opportunity to apply their place value understanding to estimate quantities of objects and accurately count familiar objects.
Required Materials
Materials to Gather
Bags
Collections of objects
Required Preparation
Each group of 2 needs a bag of a collection of small objects.
Launch
Groups of 2
Display for all to see approximately 15–25 beans or other small objects.
“How many objects do you think are in this pile?”
1 minute: partner discussion
Share responses.
“How could we find out exactly?” (Count them.)
Activity
“How many objects are in 2 handfuls? Let's do an experiment.”
Give each group a bag of objects.
“Take turns and grab a handful. Estimate how many objects you both grabbed altogether. Then find out how many you have exactly.”
“You will do this experiment three times.”
5 minutes: partner work time
Monitor for students who:
count by ones
group the objects into groups of 10 and then count the tens and ones
Student Facing
Experiment 1: How many objects are in 2 handfuls?
Record an estimate that is:
|                    too low                     |                  about right                   |                    too high                    |
|------------------------------------------------|------------------------------------------------|------------------------------------------------|
| \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
Now find the exact number. ____________
Experiment 2: How many objects are in 2 handfuls?
Record an estimate that is:
|                    too low                     |                  about right                   |                    too high                    |
|------------------------------------------------|------------------------------------------------|------------------------------------------------|
| \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
Now find the exact number. ____________
Experiment 3: How many objects are in 2 handfuls?
Record an estimate that is:
|                    too low                     |                  about right                   |                    too high                    |
|------------------------------------------------|------------------------------------------------|------------------------------------------------|
| \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
Now find the exact number. ____________
Student Response
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Activity Synthesis
Invite previously identified students to share.
“Did your estimates get better with practice?”
“How did organizing your objects help you to count?”
“Imagine I have 72 objects. How many would you have if you have 10 fewer than I do? What if you had 10 more?”
“If you had 72 objects, how could they be arranged in piles of 10 and ones? Are there any other ways?" (7 tens and 2 ones, 6 tens and 12 ones)


aligns: no