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: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
problem_activity: Activity
Students design districts in three towns to “gerrymander” the results of elections. In two of the towns, the election results can be skewed to either color. In the third, it isn’t possible to skew the results.
Launch
Arrange students in groups of 2–4.
Explain the history of gerrymandering: Sometimes people in charge of designing districts make them in strange shapes to give the election results they want. One of the first was Elbridge Gerry (governor of Massachusetts in 1812), whose party designed a district that many people thought looked like a salamander. They called a Gerrymander, and the name stuck. It means a very strangely shaped, spread-out district designed to produce a certain result.
Usually districts are required to be connected: a person traveling to all parts of the district should be able to stay inside the district. There should be no “islands” that are separated by parts of other districts.
Engagement: Internalize Self-Regulation.
Chunk this task into more manageable parts to differentiate the degree of difficulty or complexity. Invite students to choose and respond to four out of six task statements.
Supports accessibility for: Organization; Attention
Student Facing
Smallville’s map is shown, with opinions shown by block in green and gold. Decompose the map to create three connected, equal-area districts in two ways:
Design three districts where
green
will win at least two of the three districts. Record results in Table 1.
[IMG]
Table 1:
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "district"}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of blocks", "for green"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of blocks", "for gold"]}, {"_attributes": {"scope": "col"}, "br": [{}, {}], "_values": ["percentage", "of blocks", "for green"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["representative\u2019s", "vote"]}]}]}], "tbody": [{"tr": [{"td": [{"_value": "1"}, {}, {}, {}, {}]}, {"td": [{"_value": "2"}, {}, {}, {}, {}]}, {"td": [{"_value": "3"}, {}, {}, {}, {}]}]}]}]}
Design three districts where
gold
will win at least two of the three districts. Record results in Table 2.
[IMG]
Table 2:
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "district"}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of blocks", "for green"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of blocks", "for gold"]}, {"_attributes": {"scope": "col"}, "br": [{}, {}], "_values": ["percentage", "of blocks", "for green"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["representative\u2019s", "vote"]}]}]}], "tbody": [{"tr": [{"td": [{"_value": "1"}, {}, {}, {}, {}]}, {"td": [{"_value": "2"}, {}, {}, {}, {}]}, {"td": [{"_value": "3"}, {}, {}, {}, {}]}]}]}]}
Squaretown’s map is shown, with opinions by block shown in green and gold. Decompose the map to create five connected, equal-area districts in two ways:
Design five districts where
green
will win at least three of the five districts. Record the results in Table 3.
[IMG]
Table 3:
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "district"}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of blocks", "for green"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of blocks", "for gold"]}, {"_attributes": {"scope": "col"}, "br": [{}, {}], "_values": ["percentage", "of blocks", "for green"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["representative\u2019s", "vote"]}]}]}], "tbody": [{"tr": [{"td": [{"_value": "1"}, {}, {}, {}, {}]}, {"td": [{"_value": "2"}, {}, {}, {}, {}]}, {"td": [{"_value": "3"}, {}, {}, {}, {}]}, {"td": [{"_value": "4"}, {}, {}, {}, {}]}, {"td": [{"_value": "5"}, {}, {}, {}, {}]}]}]}]}
Design five districts where
gold
will win at least three of the five districts. Record the results in Table 4.
[IMG]
Table 4:
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "district"}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of blocks", "for green"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of blocks", "for gold"]}, {"_attributes": {"scope": "col"}, "br": [{}, {}], "_values": ["percentage", "of blocks", "for green"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["representative\u2019s", "vote"]}]}]}], "tbody": [{"tr": [{"td": [{"_value": "1"}, {}, {}, {}, {}]}, {"td": [{"_value": "2"}, {}, {}, {}, {}]}, {"td": [{"_value": "3"}, {}, {}, {}, {}]}, {"td": [{"_value": "4"}, {}, {}, {}, {}]}, {"td": [{"_value": "5"}, {}, {}, {}, {}]}]}]}]}
Mountain Valley’s map is shown, with opinions by block shown in green and gold. (This is a town in a narrow valley in the mountains.) Can you decompose the map to create three connected, equal-area districts in the two ways described here?
Design three districts where
green
will win at least 2 of the 3 districts. Record the results in Table 5.
[IMG]
Table 5:
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "district"}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of blocks", "for green"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of blocks", "for gold"]}, {"_attributes": {"scope": "col"}, "br": [{}, {}], "_values": ["percentage", "of blocks", "for green"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["representative\u2019s", "vote"]}]}]}], "tbody": [{"tr": [{"td": [{"_value": "1"}, {}, {}, {}, {}]}, {"td": [{"_value": "2"}, {}, {}, {}, {}]}, {"td": [{"_value": "3"}, {}, {}, {}, {}]}]}]}]}
Design three districts where
gold
will win at least 2 of the 3 districts. Record the results in Table 6.
[IMG]
Table 6:
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "district"}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of blocks", "for green"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of blocks", "for gold"]}, {"_attributes": {"scope": "col"}, "br": [{}, {}], "_values": ["percentage", "of blocks", "for green"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["representative\u2019s", "vote"]}]}]}], "tbody": [{"tr": [{"td": [{"_value": "1"}, {}, {}, {}, {}]}, {"td": [{"_value": "2"}, {}, {}, {}, {}]}, {"td": [{"_value": "3"}, {}, {}, {}, {}]}]}]}]}
Student Response
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Anticipated Misconceptions
The white streets on the maps do not disconnect the districts.
However, probably squares that are only connected at their corners should not be considered connected to each other. (But you or the students can make their own rule, since they are in charge of making districts.)
Activity Synthesis
This set of questions is similar to the previous activity, except that the patterns are irregular, so more planning and computation is needed to design districts.
Ask several students with different maps to show and explain their work.
The important result for this problem is that it’s possible to design both fair districts (where the result of the vote is similar to the vote if all individual votes were counted) and unfair districts. According to the rules (equal area and connected), these sets of districts are legal. Encourage students to try to devise some rules for drawing districts that would be more fair.


aligns: no