few_shots: 
Example:
Concept/skill: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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.


Answer: 
No. Though this task involves addition, it does not involve any word problems.

Now, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: im_task_001477_neg_0

K
standard_description: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
problem_activity: Narrative
In this activity, students see that they can find equivalent fractions by dividing the numerator and denominator by a common factor. They connect this strategy to the process of grouping unit fractions on a number line into larger equal-size parts. The result is a fewer number of parts, and smaller numbers for the numerator and denominator of equivalent fractions.
MLR8 Discussion Supports.
Synthesis: At the appropriate time, give students 2–3 minutes to make sure that everyone in their group can explain the strategies used in the given examples. Invite groups to rehearse what they will say when they share with the whole class.
Advances: Speaking, Conversing, Representing
Launch
Groups of 2
Activity
“Work with your partner to answer the first three problems.”
“Be prepared to explain how you think Andre’s and Kiran’s strategies are related.”
7–8 minutes: partner work time
“Take a few minutes to answer the last problem independently.”
2–3 minutes: independent work time for the last problem
Student Facing
Andre drew a number line and marked a point on it. Label the point with the fraction it represents.
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To find other fractions that the point represents, Andre made copies of the number line. He drew darker marks on some of the existing tick marks.
Label the darker tick marks Andre made on each number line.
[IMG]
[IMG]
Kiran wrote the same fractions for the points but used a different strategy, as shown. Analyze his reasoning.
\(\frac{8 \ \div \ 4}{12 \ \div \ 4}=\frac{2}{3}\)
\(\frac{8 \ \div \ 2}{12 \ \div \ 2}=\frac{4}{6}\)
How do you think Andre’s and Kiran’s strategies are related?
Try using Kiran’s strategy to find one or more fractions that are equivalent to
\(\frac{10}{12}\)
and
\(\frac{18}{12}\)
.
Student Response
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Activity Synthesis
“What did Andre do with the number lines? How would it help him find equivalent fractions?” (Andre grouped the 12 parts into equal groups of different sizes—2s, 4s—to make bigger parts. Then, he counted the number of those new parts.)
“What did Kiran do? How is his strategy related to Andre’s?” (Kiran divided 12 by 4 and then by 2, similar to how Andre put 12 parts into groups of 4 and then of 2.)
“Notice that the equivalent fractions
\(\frac{2}{3}\)
and
\(\frac{4}{6}\)
both have smaller numbers for the numerator and denominator than the original fraction. Can you use Andre’s number line to show why this might be?” (The size of the parts are bigger, so there are fewer parts in 1 whole.)
If time permits, ask students:
“How many equivalent fractions can you find for
\(\frac{10}{12}\)
using Kiran’s way?” (One) “How many can you find for
\(\frac{18}{12}\)
?” (Three)
“What might be a reason that you could find more equivalent fractions for
\(\frac{18}{12}\)
than for
\(\frac{10}{12}\)
?” (18 and 12 have more factors in common than 10 and 12.)
“How would you show
\(\frac{9 \ \div \ 3}{12 \ \div \ 3}=\frac{3}{4}\)
on the number line?” (Put the original 12 parts into groups of 3 to get 4 parts, each being a fourth. Mark 3 of those 4 parts to show
\(\frac{3}{4}\)
.)


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