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: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
problem_activity: Activity
The purpose of this activity is to get students thinking about strategically solving equations by paying attention to their structure. Distribution first versus dividing first is a common point of divergence for students as they start solving.
Identify students who choose different solution paths to solve the last two problems.
Launch
Arrange students in groups of 2. Give students 2 minutes quiet think time for problem 1, then 3–5 minutes partner time to discuss problem 1 and complete the other problems. Follow with a whole-class discussion.
Conversing: MLR7 Compare and Connect.
Display Noah’s and Lin’s solution methods side by side. Once students have determined that they are both correct, ask students to explain the differences between the approaches. Amplify mathematical language students use to distinguish between distributing or dividing. This will help students reflect on and produce mathematical language to explain why they choose to take either approach when answering the remaining questions.
Design Principle(s): Maximize meta-awareness; Cultivate conversation
Student Facing
Noah and Lin both solved the equation
\(14a=2(a-3)\)
.
Do you agree with either of them? Why?
Noah's solution:
\(\begin{align*} 14a&=2(a-3) \\ 14a&=2a-6 \\ 12a&=\text-6 \\ a&=\text-\frac12 \\ \end{align*}\)
Lin's solution:
\(\begin{align} 14a&=2(a-3) \\ 7a&=a-3\\ 6a&=\text-3\\a&=\text-\frac12 \end{align}\)
Elena is asked to solve
\(15 - 10x = 5(x + 9)\)
. What do you recommend she does to each side first?
Diego is asked to solve
\(3x -8 = 4(x + 5)\)
. What do you recommend he does to each side first?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
In a cryptarithmetic puzzle, the digits 0–9 are represented with letters of the alphabet. Use your understanding of addition to find which digits go with the letters A, B, E, G, H, L, N, and R.
HANGER + HANGER + HANGER = ALGEBRA
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may not distribute or collect like terms before performing the same operation on each side.
Activity Synthesis
Have previously identified groups share the different solution paths they chose for solving the last two questions.
To highlight the different strategies, ask:
“What are the advantages of choosing to distribute first? To divide first?” (Answers vary. Distributing first eliminates confusion about which terms can be subtracted from each side. Dividing first makes the numbers smaller and easier to mentally calculate.)
“What makes it easier to distribute versus divide first on the last question?” (Dividing by 4 before distributing will result in non-integer terms, which can be harder to add and subtract mentally.)
“Is one path more ‘right’ than another?” (No. As long as we follow valid steps, like adding or multiplying the same thing to each side of an equation, the steps are right and will give a correct solution.)


aligns: no