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.


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.

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
$$-\frac{1}{4}$$


Description: 
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:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


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

shot_info: im_task_001477_pos_0

K

fl_problem_001097_neg_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Activity
In the previous activity students looked at 9 different equations. In this activity, each student focuses on just one of those equations to learn about the real-world situation it represents. They interpret the variables and values in terms of the situation (MP7). Adding to the table they saw in the previous activity gives students an opportunity to practice both evaluating expressions and solving equations.
This activity also asks students to create a graph of their assigned relationship on graph paper. In previous activities, students were given a grid with the axes already labeled and numbered whenever they were asked to create a graph of a relationship. Here they must decide for themselves how to scale each axis.
Launch
Decide whether you want to assign the equations or allow students to select which equation they will work with. Make sure there is at least one student working with each equation.
Give students 5–10 minutes of quiet work time followed by partner and whole-class discussion. If there is more than one student working with the same equation, consider letting them share their answers and reasoning with each other, after they have had some time to work on their own.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. Check in with students within the first 2-3 minutes of work time. Look for students who need additional support deciding how to scale each axis for table. Invite students to share strategies they have used so far, as well as any questions they have before continuing.
Supports accessibility for: Memory; Organization
Student Facing
The equations in the previous activity represent situations.
\(S - 2 = T\)
where
\(S\)
is the number of sides on a polygon and
\(T\)
is the number of triangles you can draw inside it (from one vertex to the others, without overlapping)
\(G = J + 13\)
where
\(G\)
is a day in the Gregorian calendar and
\(J\)
is the same day in the Julian calendar
\(P = I - 47.50\)
where
\(I\)
is the amount of income and
\(P\)
is the profit after
$
47.50 in expenses
\(C + 273.15 = K\)
where
\(C\)
is a temperature in degrees Celsius and
\(K\)
is the same temperature in Kelvin
\(e = 6s\)
where
\(e\)
is the total edge length of a regular tetrahedron and
\(s\)
is the length of one side
\(m = 8.96V\)
where
\(V\)
is the volume of a piece of copper and
\(m\)
is its mass
\(y = \frac{1}{12}x\)
where
\(x\)
is the number of eggs and
\(y\)
is how many dozens that makes
\(t = \frac{d}{2.5}\)
where
\(t\)
is the amount of time it takes in seconds to jog a distance of
\(d\)
meters at a constant speed of 2.5 meters per second
\(g = 28.35z\)
where
\(g\)
is the mass in grams and
\(z\)
is the same amount in ounces
Your teacher will assign you one of these equations to examine more closely.
Rewrite your equation using words. Use words like product, sum, difference, quotient, and term.
In the previous activity, you matched equations and tables. Copy the values from the table that matched your assigned equation into the first 3 rows of this table. Make sure to label what each column represents.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "br": [{}], "_values": ["independent variable:", "________________________"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["dependent variable:", "________________________"]}]}]}], "tbody": [{"tr": [{"td": [{}, {}]}, {"td": [{}, {}]}, {"td": [{}, {}]}, {"td": [{"_value": "60"}, {}]}, {"td": [{}, {"_value": "300"}]}]}]}]}
Select one of the first 3 rows of the table and explain what those values mean in this situation.
Use your equation to find the values that complete the last 2 rows of the table. Explain your reasoning.
On graph paper, create a graph that represents this relationship. Make sure to label your axes.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Some students may struggle to understand what each step is asking them to do. Consider preparing an example to share with them, such as this for the equation
\(2.54i = c\)
, and point out which part of the example corresponds to the question they are on.
The number of centimeters is the product of the number of inches and 2.54.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "br": [{}], "_values": ["independent variable:", "length (inches)"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["dependent variable:", "length (centimeters)"]}]}]}], "tbody": [{"tr": [{"td": [{"_value": "5"}, {"_value": "12.7"}]}, {"td": [{"_value": "36"}, {"_value": "91.44"}]}, {"td": [{"_value": "75"}, {"_value": "190.5"}]}, {"td": [{"_value": "60"}, {}]}, {"td": [{}, {"_value": "300"}]}]}]}]}
If something is 36 inches long, this is equivalent to 91.44 when measured in centimeters.
In the table above, fill in 152.4 in the right column, next to the 60, because
\(2.54 \boldcdot 60 = 152.4\)
. Fill in 118.11 in the left column, next to the 300, because
\(2.54 \boldcdot 118.11 \approx 300\)
A graph with “length (inches)” on the horizontal axis, “length (centimeters)” on the vertical axis, and points at
\((5, 12.7), (36, 91.44), (75, 190.5), (60, 152.4)\)
, and
\((118.11, 300)\)
Some students may struggle with setting up their graph from scratch on graph paper. Prompt them to think about the maximum value they want to represent on each axis and what number they could count by to get to that maximum value in the amount of space they have.
Activity Synthesis
Continue to the next activity. The discussion of these relationships occurs after students have created their visual displays.


aligns: no