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 and division and of fractions to multiply and divide rational numbers.

Answer: 
Yes. This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).

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_pos_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
problem_activity: Activity
Students learn that we can still organize our work with the distributive property in a familiar way, even with negative numbers where thinking in terms of area breaks down.
Launch
Display the image and ask students to write an expression for the area of the big rectangle in at least 3 different ways.
[IMG]
Collect responses. If students simply say “16,” ask them to explain how they calculated 16 and record these processes for all to see. Remind students that thinking about area gives us a way to understand the distributive property. This diagram can be used to show that
\(2\boldcdot 5+2\boldcdot 3=2(5+3)\)
. Be sure that students see you write the partial products in the diagram, and that they see every piece of the associated identity
\(2\boldcdot 5+2\boldcdot 3=2(5+3)\)
.
[IMG]
Tell students that when we are working with negative numbers, thinking about area doesn’t work so well, but the distributive property still holds when there are negative numbers. The expressions involved still have the same structure, and we can still organize our work the same way.
Representation: Internalize Comprehension.
Differentiate the degree of difficulty or complexity by beginning with an example with more accessible values, such as the one given. Highlight connections between representations by recording the calculations in the boxes. In addition, consider creating a display showing a general example using only variables and keeping it as a reference throughout the remainder of the unit.
Supports accessibility for: Conceptual processing
Student Facing
Write two expressions for the area of the big rectangle.
[IMG]
Use the distributive property to write an expression that is equivalent to
\(\frac12(8y + \text-x + \text-12)\)
. The boxes can help you organize your work.
[IMG]
Use the distributive property to write an expression that is equivalent to
\(\frac12(8y - x - 12)\)
.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Student Facing
Are you ready for more?
Here is a calendar for April 2017.
[IMG]
Let's choose a date: the 10th. Look at the numbers above, below, and to either side of the 10th: 3, 17, 9, 11.
Average these four numbers. What do you notice?
Choose a different date that is in a location where it has a date above, below, and to either side. Average these four numbers. What do you notice?
Explain why the same thing will happen for any date in a location where it has a date above, below, and to either side.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Solicit responses to the second question and demonstrate thinking about one product at a time:
[IMG]
Then ask students to share how they approached the last question. Highlight responses where students noticed that
\(\frac12(8y - x - 12)\)
can be rewritten like
\(\frac12(8y + -x + -12)\)
(because of what they talked about in the warm-up). So the two questions have the same answer.
Speaking, Representing: MLR7 Compare and Connect.
Use this routine when students present their expressions. Ask students “What is the same and what is different?” about the approaches and representations involving subtraction with the distributive property. Help students connect how the expressions that have a subtraction operation are equivalent to expressions that add its additive inverse. These exchanges strengthen students’ mathematical language use and reasoning with the distributive property and the subtraction operation.
Design Principle(s): Maximize meta-awareness


aligns: no