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: 
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_neg_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Understand ordering and absolute value of rational numbers.
problem_activity: Optional activity
In this activity, students consider a doubling relationship where the exponent is a variable. Monitor for students who connect this activity to the lessons on exponents, or who recognize that the quantities in this relationship are changing with respect to each other in a different manner than previous examples they have seen. Have these students share during the discussion.
Digital
Launch
Give students 5-7 minutes of quiet work time, followed by a whole-class discussion.
Receptive/Expressive Language: Peer Tutors.
Pair students with their previously identified peer tutors to aid in comprehension and expression of understanding.
Student Facing
A researcher who is studying mosquito populations collects the following data:
| day in                                   the study                                   \((d)\) | number of                                   mosquitoes                                   \((n)\) |
|----------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------|
|                                              1                                               |                                                2                                                 |
|                                              2                                               |                                                4                                                 |
|                                              3                                               |                                                8                                                 |
|                                              4                                               |                                                16                                                |
|                                              5                                               |                                                32                                                |
The researcher said that, for these five days, the number of mosquitoes,
\(n\)
, can be found with the equation
\(n = 2^d\)
where
\(d\)
is the day in the study. Explain why this equation matches the data.
Use the ordered pairs in the table to graph the relationship between number of mosquitoes and day in the study for these five days.
Describe the graph. Compare how the data, equation, and graph illustrate the relationship between the day in the study and the number of mosquitoes.
If the pattern continues, how many mosquitoes will there be on day 6?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Give students 5-7 minutes of quiet work time, followed by a whole-class discussion.
Student Facing
A researcher who is studying mosquito populations collects the following data:
| day in                           the study                           \((d)\) | number of                           mosquitoes                           \((n)\) |
|------------------------------------------------------------------------------|----------------------------------------------------------------------------------|
|                                      1                                       |                                        2                                         |
|                                      2                                       |                                        4                                         |
|                                      3                                       |                                        8                                         |
|                                      4                                       |                                        16                                        |
|                                      5                                       |                                        32                                        |
The researcher said that, for these five days, the number of mosquitoes,
\(n\)
, can be found with the equation
\(n = 2^d\)
where
\(d\)
is the day in the study. Explain why this equation matches the data.
Use the ordered pairs in the table to graph the relationship between number of mosquitoes and day in the study for these five days.
[IMG]
Describe the graph. Compare how the data, equation, and graph illustrate the relationship between the day in the study and the number of mosquitoes.
If the pattern continues, how many mosquitoes will there be on day 6?
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
The purpose of this discussion is to help students make connections between the table, graph, and equation that describe this situation. Ask students to share who connected this activity to the lessons on exponents, or who recognize that the quantities in this relationship are changing with respect to each other in a different manner than previous examples they have seen.
Consider asking some of these questions:
“Which of the data, equation, or graph gives you more of a feel for how the mosquito population changes with the day in the study?”
“Think back to the lesson on exponents with the dot pattern and the Genie activity. How do those situations compare with this mosquito situation? How would tables of data, graphs, and equations compare?”
“What are some similarities and differences you noticed between all the relationships you've seen in the last few lessons?”
Speaking, Listening: MLR8 Discussion Supports.
To support whole-class discussion, display sentence frames such as, “The dot pattern is similar to/ different than the mosquito situation because ________,” and “The genie situation is similar to/ different than the mosquito situation because ________.” This routine will support rich and inclusive discussion about the similarities and differences between all of the relationships students have seen in the last few lessons.
Design Principle(s): Optimize output (for comparison); Cultivate conversation


aligns: no