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: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Problem 1
Look at your yardstick and 12-inch ruler again.
Ms. Cole says that 1 foot is equivalent to
$$\frac{1}{3}$$
yard. Do you agree or disagree? Explain.
Using similar reasoning, determine what fraction of a foot an inch is.
Use your reasoning from Part (a) to solve the following conversions.
$$\frac{2}{3}$$
yard = ______ feet
$$2\frac{1}{3}$$
yards = ______ feet
$$\frac{5}{12}$$
foot = ______ inches
$$3\frac{1}{4}$$
feet = ______ inches
$$4\frac{1}{2}$$
yards = ______ inches
Problem 2
a.  Show or explain how you know
$${{1\over16}}$$
pound =
$$1$$
ounce.
b.  Show or explain how you know
$${1\over4}$$
pound =
$$4$$
ounces.
c.  Show or explain how you know
$$4{3\over8}$$
pounds =
$${67}$$
ounces.
Problem 3
Solve.
a.
$${{1\over4}}$$
gallon = ________ quart
b.
$${{3\over2}}$$
quarts = ________ pints
c.
$${4{1\over2}}$$
pints = ________ cups
d.
$${7{3\over4}}$$
cups = ________ fluid ounces
Problem 4
Solve.
a.
$${{1\over24}}$$
day = ________ hour
b.
$${{13\over60}}$$
hour = ________ minutes
c.
$${2{1\over4}}$$
minutes = ________ seconds
d.
$${3{1\over2}}$$
days = ________ minutes


aligns: no