few_shots: 
Example 1:
Concept/skill: 
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.

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.


Answer: 
Yes. This task involves representing addition with objects such as number cards and dice.

Example 2:
Concept/skill: 
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

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


Answer: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

Example 3:
Concept/skill: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Answer: 
Yes. An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation.

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_pos_0

K

fl_problem_001097_neg_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
problem_activity: Optional activity
Earlier in this lesson, students found the area of regions around circles and the area of fractions of circles in separate problems. In this activity, students combine these two strategies to find the area of a complex real-world object. Students engage in MP2 as they decide how to decompose the running track into measurable pieces and how to use the given information about the dimensions of the track to calculate areas.
Launch
Arrange students in groups of 2. Give students 3–4 minutes of partner work time followed by small-group and whole-class discussions.
Action and Expression: Internalize Executive Functions.
Provide students with a graphic organizer to organize the information provided in the problem and to structure their problem-solving strategy. The graphic organizer should include the prompts: “What do I need to find out?”, “What do I need to do?”, “How I solved the problem.”, and “How I know my answer is correct.”
Supports accessibility for: Language; Organization
Student Facing
The field inside a running track is made up of a rectangle 84.39 m long and 73 m wide, together with a half-circle at each end. The running lanes are 9.76 m wide all the way around.
[IMG]
What is the area of the running track that goes around the field? Explain or show your reasoning.
Student Response
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Anticipated Misconceptions
Some students may think they can calculate the area of the running track by multiplying half of the perimeter times the radius, as if the shape were just a circle. Prompt them to see that they need to break the overall shape into rectangular and circular pieces.
Activity Synthesis
Pair the groups of 2 to create groups of 4. Have students compare answers and explain their reasoning until they reach an agreement.
As a whole group, discuss how finding the area of the track in this activity was similar or different to solving the two area problems in the previous activity. Make sure to highlight these points:
Like the first problem in the previous activity, finding the area of the track can be done by finding the area of the larger shape (the track and the field inside) and then taking away the area of the field inside.
Like the second problem in the previous activity, there are semicircles whose area can be found by composing them to make a full circle or by taking half the area of the corresponding full circle.
Representing, Speaking, Listening: MLR7 Compare and Connect.
Ask students to prepare a visual display that shows how they calculated the area of the running track that goes around the field, and look for students with different strategies for calculating the area of the curved parts of the track. As students investigate each other’s work, ask students to share what worked well in a particular approach. During this discussion, listen for and amplify any comments that clarify that the curved parts of the running track are half circles with a smaller circle missing from the inside. Then encourage students to make connections between the quantities representing areas and the shapes in the diagram. Ask questions such as, “What does the quantity 6,719.561 represent in the diagram?” and “What does the quantity 4,183.265 represent in the diagram?” During this discussion, listen for and amplify language students use to reason that these quantities represent the areas of larger and smaller circles, respectively. This will foster students’ meta-awareness and support constructive conversations as they compare strategies for finding the area of a complex real-world object.
Design Principle(s): Cultivate conversation; Maximize meta-awareness


aligns: no