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: 
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.

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


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, 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_neg_0

HS_0
standard_description: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
problem_activity: Narrative
The purpose of this activity is for students to see how, when multiplying a number larger than ten, the distributive property can be used to decompose the factor into tens and ones, creating two smaller products. Base-ten blocks are used to help students visualize what is happening when a factor is decomposed to make two more easily known products. Factors slightly larger than ten can be naturally decomposed into a ten and some ones using place value. This will be useful in subsequent lessons as students progress towards fluent multiplication and division within 100.
When students see that you can decompose a teen number into tens and ones and use this to multiply teen numbers, they look for and make use of structure (MP7).
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students base-ten blocks.
Activity
“Take a few minutes to look at Tyler’s strategy and decide if you agree or disagree with it.”
2–3 minutes: independent work time
3–4 minutes: partner discussion
Monitor for students who connect the expressions
\(7 \times 10\)
and
\(7 \times 3\)
to the tens and ones portion of the place value diagram and
\(7 \times 13\)
to the entire diagram.
Have students share why they agreed or disagreed with Tyler’s strategy with a focus on using the place value diagram as a justification.
Consider asking:
“Where do we see the
\(7 \times 13\)
in the place value diagram?”
“Where do the 10 and the 3 come from?”
“How could you use the place value diagram to figure out how to find the value of
\(7 \times 13\)
?”
“Now use Tyler’s method on your own to find the value of
\(3 \times 14\)
.”
2–3 minutes: independent work time
“Share your solution and your reasoning with your partner.”
2–3 minutes: partner discussion
Student Facing
Tyler says he can use base-ten blocks to find the value of
\(7 \times 13\)
because he knows
\(7 \times 10\)
and
\(7 \times 3\)
. He says this diagram proves his thinking.
Do you agree or disagree? Explain your reasoning.
[IMG]
Use Tyler’s method to find the value of
\(3 \times 14\)
. Explain or show your reasoning.
Student Response
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Advancing Student Thinking
If students say they don’t see
\(7\times10\)
and
\(7\times3\)
in Tyler's diagram, consider asking:
“Where do you see
\(7\times13\)
in the diagram?”
“If we separate the tens and ones, what expression could we use to describe the tens? The ones?”
Activity Synthesis
Display base-ten blocks or place value diagrams that students used to solve. As students explain their work, write multiplication expressions to represent them.
“How does this diagram (or the base-ten blocks) show how Tyler’s method could be used to multiply
\(3 \times 14\)
?” (We can see there are 3 tens which is 30. We can see that there are 3 groups of 4 ones which is 12.
\(30 + 12\)
is 42. The whole diagram represents
\(3 \times 14\)
.)
If there is time, ask students to find the value of
\(4 \times 12\)
and
\(5 \times 16\)
using the base-ten blocks and Tyler’s strategy.


aligns: no