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: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
problem_activity: Task
Is there an association between the weight of an animal’s body and the weight of the animal’s brain? 1. Make a scatterplot using the following data.
|      Animal      | Body Weight (kg) | Brain Weight (g) |
|------------------|------------------|------------------|
| Mountain beaver  |       1.35       |       8.1        |
|       Cow        |       465        |       423        |
|    Grey wolf     |      36.33       |      119.5       |
|       Goat       |      27.66       |       115        |
|    Guinea pig    |       1.04       |       5.5        |
|  Asian elephant  |       2547       |       4603       |
|      Donkey      |      187.1       |       419        |
|      Horse       |       521        |       655        |
|   Potar monkey   |        10        |       115        |
|       Cat        |       3.3        |       25.6       |
|     Giraffe      |       529        |       680        |
|     Gorilla      |       207        |       406        |
|      Human       |        62        |       1320       |
| African elephant |       6654       |       5712       |
|  Rhesus monkey   |       6.8        |       179        |
|     Kangaroo     |        35        |        56        |
|  Golden hamster  |       0.12       |        1         |
|      Mouse       |      0.023       |       0.4        |
|      Rabbit      |       2.5        |       12.1       |
|      Sheep       |       55.5       |       175        |
|      Jaguar      |       100        |       157        |
|    Chimpanzee    |      52.16       |       440        |
|       Mole       |      0.122       |        3         |
|       Pig        |       192        |       180        |
Do there appear to be outliers in this data? Which animals appear to be outliers? Explain how you identified these outliers.
Removing the outliers from the data set, make a new scatterplot of the remaining animal body and brain weights.
Does there appear to be a relationship between body weight and brain weight? If yes, write a brief description of the relationship.
Take a piece of uncooked spaghetti and use that spaghetti to informally fit a line to the data. Attempt to place your line so that the vertical distances from the points to the line are as small as possible.
How well does the spaghetti line appear to fit the data? Explain.


aligns: no