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

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: 
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:
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_pos_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
problem_activity: Narrative
The purpose of this activity is for students to generate two patterns from rules and then graph them on the coordinate grid. Students first identify a point on the coordinate grid with one of the pairs of numbers from the patterns and then plot the rest of the points. Students may notice that the points on the graph are regularly spaced. They are invited to share this and other observations in the synthesis.
MLR8 Discussion Supports.
Display sentence frames to support partner discussion: “First, I _____ because . . .” and “I noticed _____ so I . . . .”
Advances: Speaking, Writing, Conversing, Representing
Action and Expression: Develop Expression and Communication.
Synthesis: Develop fluency with connecting rules, tables, and a coordinate grid to the same pattern. Provide access to blank or partially completed tables.
Supports accessibility for: Conceptual Processing, Attention
Launch
Groups of 2
“You and your partner will each start some problems about patterns and the coordinate grid independently. After a couple minutes, work with your partner to complete the problems.”
Activity
2 minutes: independent time
5 minutes: partner work time
Student Facing
Partner A
Rule 1: Start at 0. Keep adding 8.
Rule 2: Start at 0. Keep adding 2.
Use the rules to complete the table.
|        | A | B | C | D | E | F |
|--------|---|---|---|---|---|---|
| rule 1 |   |   |   |   |   |   |
| rule 2 |   |   |   |   |   |   |
Which table column represents the point on the coordinate grid? Label the point with the appropriate letter.
[IMG]
Plot and label the rest of the points.
Partner B
Rule 1: Start at 0. Keep adding 10.
Rule 2: Start at 0. Keep adding 40.
Use the rules to complete the table.
|        | A | B | C | D | E | F |
|--------|---|---|---|---|---|---|
| rule 1 |   |   |   |   |   |   |
| rule 2 |   |   |   |   |   |   |
Which table column represents the point on the coordinate grid? Label the point with the appropriate letter.
[IMG]
Plot and label the rest of the points.
Student Response
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Activity Synthesis
“How did you decide where to place the points on the grid?” (I used the top row to decide how far over to go on the horizontal axis and the second rule to decide how far up to go on the vertical axis.)
Invite students to share completed graphs for parts A and B.
“How are the two graphs the same?” (There is a point at the bottom left,
\((0,0)\)
, on each. The points are regularly spaced and go up and to the right. They all lie at the intersection of gridlines.)
“How are the two graphs different?” (The numbers on the axes are different. The ones for partner B get bigger really quickly.)


aligns: no