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:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Concept/skill: 
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Answer: 
No. Completing this task does not involve representing fractions on a number line diagram.

Example 3:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Concept/skill: 
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Answer: 
No. This set of problems does not directly involve adding or subtracting multi-digit whole numbers. Instead, it focuses on multiplying multi-digit whole numbers.

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

im_task_000157_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
problem_activity: Activity
This task contains two distinct parts. Depending on what students need and time constraints, you could decide to do either or both.
In the associated Algebra 1 lesson, students will need to evaluate the functions
\(6x^2\)
and
\(3^x\)
for different input values. The purpose of the first part is to prepare them to avoid some common mistakes. Analyzing and correcting incorrect work is an opportunity to critique the reasoning of others (MP3).
The purpose of the second part is to revisit ways to tell whether a function is linear, quadratic, or exponential, and to practice the skills of generating a table and sketching a graph for a given function.
Student Facing
Different students are evaluating two expressions,
\(3\boldcdot 6^x\)
and
\(5^x\)
. Analyze their work, describe any errors made, and then evaluate each expression correctly.
|                                                                                                                                     | Noah’s work | Mai’s work | corrected work |
|-------------------------------------------------------------------------------------------------------------------------------------|-------------|------------|----------------|
|       Evaluate                       \(5^x\)                      when                       \(x\)                      is 6.       |             |            |                |
| Evaluate                       \(3 \boldcdot 6^x\)                      when                       \(x\)                      is 2. |             |            |                |
Here are three functions. For each function:
Complete the table of values.
Sketch a graph.
Decide whether each function is linear, quadratic, or exponential, and be prepared to explain how you know.
\(f(x)=3 \boldcdot 2^x\)
|  \(x\)   |   |   |   |   |   |
|----------|---|---|---|---|---|
| \(f(x)\) |   |   |   |   |   |
[IMG]
\(g(x)=3 \boldcdot x^2\)
|  \(x\)   |   |   |   |   |   |
|----------|---|---|---|---|---|
| \(g(x)\) |   |   |   |   |   |
[IMG]
\(h(x)=3 \boldcdot 2x\)
|  \(x\)   |   |   |   |   |   |
|----------|---|---|---|---|---|
| \(h(x)\) |   |   |   |   |   |
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
For the first part, invite students to describe the errors they see, and share how to correctly evaluate each expression.
For the second part, display the tables and graphs for all to see. Ask students to share some ways they can tell a function is linear, exponential, or quadratic using the different representations. For example:
The graph of the linear function is a straight line.
The table shows the exponential function has a growth factor of 2. Each time
\(x\)
increases by 1, the
\(f(x)\)
values increase by a factor of 2.
The table shows the quadratic function does not have a constant rate of change or a constant growth factor.


aligns: no