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: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
problem_activity: Activity
In this activity, students continue to practice identifying corresponding parts of scaled copies. By organizing corresponding lengths in a table, students see that there is a single factor that relates each length in the original triangle to its corresponding length in a copy (MP8). They learn that this number is called a
scale factor
.
As students work on the first question, listen to how they reason about which triangles are scaled copies. Identify groups who use side lengths and angles as the basis for deciding. (Students are not expected to reason formally yet, but should begin to look to lengths and angles for clues.)
As students identify corresponding sides and their measures in the second and third questions, look out for confusion about corresponding parts. Notice how students decide which sides of the right triangles correspond.
If students still have access to tracing paper, monitor for students who use this tool strategically (MP5).
Launch
Arrange students into groups of 4. Assign each student one of the following pairs of triangles in the first question.
A and E
B and F
C and G
D and H
Give students 2 minutes of quiet think time to determine if their assigned triangles are scaled copies of the original triangle. Give another 2–3 minutes to discuss their responses and complete the first question in groups.
Discuss briefly as a class which triangles are scaled copies and select a couple of groups who reasoned in terms of lengths and angles to explain their reasoning. Some guiding questions:
What information did you use to tell scaled copies from those that are not?
How were you able to tell right away that some figures are not scaled copies?
Give students quiet work time to complete the rest of the task after the class recognizes that A, C, F, and H are not scaled copies.
Student Facing
Here is Triangle O, followed by a number of other triangles.
[IMG]
Your teacher will assign you two of the triangles to look at.
For each of your assigned triangles, is it a scaled copy of Triangle O? Be prepared to explain your reasoning.
As a group, identify
all
the scaled copies of Triangle O in the collection. Discuss your thinking. If you disagree, work to reach an agreement.
List all the triangles that are scaled copies in the table. Record the side lengths that correspond to the side lengths of Triangle O listed in each column.
| Triangle O |   |   |
|------------|---|---|
|            |   |   |
|            |   |   |
|            |   |   |
|            |   |   |
Explain or show how each copy has been scaled from the original (Triangle O).
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Choose one of the triangles that is not a scaled copy of Triangle O. Describe how you could change at least one side to make a scaled copy, while leaving at least one side unchanged.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students may think that Triangle F is a scaled copy because just like the 3-4-5 triangle, the sides are also three consecutive whole numbers. Point out that corresponding angles are not equal.
Activity Synthesis
Display the image of all triangles and invite a couple of students to share how they knew which sides of the triangles correspond. Then, display a completed table in the third question for all to see. Ask each group to present its observations about one triangle and how the triangle has been scaled from the original. Encourage the use of “corresponding” in their explanations. As students present, record or illustrate their reasoning on the table, e.g., by drawing arrows between rows and annotating with the operation students are describing, as shown here.
[IMG]
Use the language that students use to describe the side lengths and the numerical relationships in the table to guide students toward
scale factor
. For example: “You explained that the lengths in Triangle F are all twice those in the original triangle, so we can write those as “2 times” the original numbers. Lengths in Triangle A are half of those in the original; we can write “
\(\frac12\)
times” the original numbers. We call those multipliers—the 2 and the
\(\frac12\)
-scale factors. We say that scaling Triangle O by a scale factor of 2 produces Triangle F, and that scaling Triangle O by
\(\frac12\)
produces Triangle A.”


aligns: no