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: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Answer: 
Yes. An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation.

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_pos_0

HS_0
standard_description: Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^(2) × 3^(–5) = 3^(–3) = 1/3^(3) = 1/27.
problem_activity: Activity
The purpose of this activity is to extend the definition of exponents to include negative exponents. The meaning of zero exponents is also revisited. When students use tables to explore expressions with negative exponents, they are noticing and making use of structure (MP7).
Launch
Arrange students in groups of 2. Tell students to work on their own and then share their reasoning with their partner after each has had a chance to complete the problem. Follow with a whole-class discussion.
Student Facing
Complete the table.
|                               | exponential form |   number form    |               calculations               |
|-------------------------------|------------------|------------------|------------------------------------------|
|                               |     \(2^5\)      |                  |                                          |
|                               |                  |        16        |                                          |
| \(\frac{2^4}{2}=2^{4-1}=2^3\) |     \(2^3\)      |                  |                                          |
| \(\frac{2^3}{2}=2^{3-1}=2^2\) |     \(2^2\)      |        4         |                                          |
|                               |                  |        2         |        \(4 \boldcdot \frac12=2\)         |
|                               |                  |        1         |        \(2  \boldcdot \frac12=1\)        |
|                               | \(2^{\text-1}\)  | \(\frac{1}{2}\)  |                                          |
|                               |                  | \(\frac{1}{4}\)  | \(\frac12  \boldcdot \frac12 = \frac14\) |
|                               | \(2^{\text-3}\)  |                  |                                          |
|                               | \(2^{\text-4}\)  |                  |                                          |
|                               |                  | \(\frac{1}{32}\) |                                          |
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
Display the completed table, and resolve any questions students have. Questions for discussion:
“How would you make sense of
\(2^{\text-6}\)
?” (I know
\(2^{\text-5}=\frac{1}{32}\)
, and I know that
\(2^{\text-6}\)
would be the result of multiplying by another
\(\frac12\)
. So,
\(2^{\text-6} = \frac{1}{64}\)
.
“How could we figure out the value of
\(7^{\text-2}\)
?” (Possible response: We could rewrite it as
\(\frac{7^0}{7^2}\)
, and then
\(\frac{1}{49}\)
.


aligns: yes