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: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
problem_activity: Problem 1
The data table below shows the weight of a typical male greyhound, a breed of dog, during the first 28 months of his life. Graph the corresponding points, then connect the points in the order they are given to form a line graph.
| **           Age (in months)          ** | **           Weight (in pounds)          ** |
|------------------------------------------|---------------------------------------------|
|                    0                     |                      4                      |
|                    4                     |                     30                      |
|                    8                     |                     55                      |
|                    12                    |                     66                      |
|                    16                    |                     69                      |
|                    20                    |                     72                      |
|                    24                    |                     72                      |
|                    28                    |                     72                      |
What do you notice? What do you wonder?
Problem 2
Using the information about a typical male greyhound’s weight from Anchor Task #1, answer the following questions.
How much does a typical male greyhound weigh when he is born?
What does the coordinate pair (12, 66) mean in the context of this graph?
How much weight does the typical male greyhound gain in the first 4 months of his life? How do you know? What about between 4 months and 8 months? How do you know?
How long does it take the typical male greyhound to grow from 55 to 72 pounds?
Challenge: When does the typical male greyhound gain weight the fastest? How do you know? What about the slowest?
Problem 3
Using the information about the typical male greyhound’s weight from Anchor Task #1, answer the following questions.
How heavy do you think a typical male greyhound gets? How do you know from the graph?
At what age do male greyhounds reach their full weight? Why?
How heavy do you think a typical female greyhound gets? Why?


aligns: no