few_shots: 
Example:
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.


Description: 
Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Answer: 
Yes. This task involves representing addition with objects such as number cards and dice.

Now, assess whether the following problem or activity aligns with the provided description.

shot_info: im_task_001477_pos_0

K
standard_description: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) ^( )Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
problem_activity: Optional activity
This activity is optional. It gives students an opportunity to reason about and to graph the rules of piecewise functions without a context.
Students are given the equations that define two piecewise functions, along with strips of paper, each containing a part of a graph and a portion of the horizontal axis (no scale is shown). Their job is to arrange the strips, apply a scale on each axis, and add open and closed circles to the graph to accurately represent the function values at each interval of input.
Unlike the piecewise functions students saw earlier in the lesson, each function here contains intervals defined by non-constant linear expressions. Support students as needed in reasoning about those intervals. If desired, this activity could be done over two class periods. (Students could piece together the graph of the first function in one class period and do the same for the second function at another time.)
To create an accurate graph, students need to make sense of the values, expressions, and inequality symbols in each equation and persevere in discerning their connections to the graph (MP1).
Here are images of the graphs on the blackline master for reference and planning. Cut each graph along the dashed lines and the vertical axis before giving it to students.
Function
\(f\)
[IMG]
Function
\(g\)
[IMG]
Launch
Arrange students in groups of 2–3. Give each group the strips for function
\(f\)
(pre-cut from the blackline master), glue or glue stick, and a sheet of paper on which to adhere the pieces.
Tell students that they are to arrange the pieces according to the rules that define
\(f\)
, as shown in the activity statement, and to add a label and a scale to each axis after the pieces are arranged. Explain that each piece contains a part of the horizontal axis, and the gridlines are 1 unit apart. Encourage students to double check their graph before gluing the pieces on another sheet of paper.
Consider discussing students' graphs of function
\(f\)
before giving students the pieces for function
\(g\)
and asking them to do another round.
Student Facing
Your teacher will give your group strips of paper with parts of a graph of a function. Gridlines are 1 unit apart.
Arrange the strips of paper to create a graph for each of the following functions.
\(\displaystyle f(x)=\begin{cases} \begin{align} \text-5,&\qquad \text-10< x< \text-5 \\ x,&\qquad \text-5\leq x< 0 \\ 1, &\qquad 0\leq x< 3\\ x-2, &\qquad 3\leq x< 8\\6, &\qquad 8\leq x < 1 0\ \end{align} \end{cases}\)
\(\displaystyle g(x)=\begin{cases} \begin{align} 5.5,&\qquad \text-10< x\leq \text-8 \\ 4,&\qquad \text-8< x\leq \text-3 \\ \text-x, &\qquad \text-3< x\leq 2\\ \text-3.5, &\qquad 2< x\leq 5 \\ x-5, &\qquad 5< x\leq 10 \end{align} \end{cases}\)
To accurately represent each function, be sure to include a scale on each axis and add open and closed circles on the graph where appropriate.
Student Response
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Activity Synthesis
Invite students to display their completed graphs and their reasoning. In particular, discuss how students determined the appearance of the intervals defined by non-constant linear expressions such as
\(x\)
,
\(x-4\)
, or
\(\text-x\)
.
If different groups created different graphs for the same function, ask them to analyze one another's work and try to reach an agreement.
If time permits, ask students to identify the domain and range of each function.
Speaking, Representing: MLR8 Discussion Supports.
Make sure students can explain their visual display and how they reasoned about the rules for different intervals. If needed, give them additional time to prepare their explanation. Invite groups to rehearse what they will say when they share with the whole class. Rehearsing provides students with additional opportunities to speak and clarify their thinking, and will improve the quality of explanations shared during the whole-class discussion.
Design Principle(s): Support sense-making; Cultivate conversation


aligns: no