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: 
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_pos_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
problem_activity: Warm-up
The purpose of this warm-up is for students to jump back into recognizing functions and determining if two quantities are a function of each other. Students are asked questions similar to these throughout this lesson, and the discussion of this warm-up is meant to get students using the language of functions, which continues throughout the rest of the activities.
Launch
Give students 1–2 minutes of quiet work time, followed by a whole-class discussion.
Student Facing
Here is a graph of the amount of gas burned during a trip by a tractor-trailer truck as it drives at a constant speed down a highway:
[IMG]
At the end of the trip, how far did the truck drive, and how much gas did it use?
If a truck traveled half this distance at the same rate, how much gas would it use?
If a truck traveled double this distance at the same rate, how much gas would it use?
Complete the sentence: ___________ is a function of _____________.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
If students struggle with the second and third questions, ask them if this is an example of a proportional relationship. Remind them what they learned previously about proportional relationships and how that can be used to answer these questions.
Activity Synthesis
Invite students to share their answers and their reasoning for why gas burned is a function of distance traveled. Questions to further the discussion around functions:
“Looking at the graph, what information do you need in order to determine how much gas was used?” (We need to know the number of miles traveled.)
“What is the independent variable? Dependent variable? How can you tell from the graph?” (The independent value is the distance traveled. The dependent value is the gas burned. By convention, the independent is on the
\(x\)
-axis and the dependent is on the
\(y\)
-axis.)
“What are some ways that we can tell from the graph that the relationship between gas burned and distance traveled is proportional?” (The graph is a line that goes through the origin, we can see a constant ratio between
\(y\)
and
\(x\)
in some points like
\((80,10), (160, 20)\)
, and
\((240, 30)\)
.)


aligns: no