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: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
problem_activity: Narrative
The purpose of this activity is for students to
learn a new center called Greatest of Them All. Students use digit cards to create the greatest possible number. As each student draws a card, they choose where to write it on the recording sheet. Once a digit is placed, it can’t be moved. Students compare their numbers using <, >, or =. The player with the greater number in each round gets a point. Students think strategically about place value when they decide how to use the first of the 2 cards they draw (MP7).
Students should remove cards that show 10 from their deck.
Action and Expression: Internalize Executive Functions.
Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization
Required Materials
Materials to Gather
Number cards 0–10
Materials to Copy
Greatest of Them All Stage 1 Recording Sheet
Launch
Groups of 2
Give each group a set of number cards and two recording sheets.
Ask students to remove the cards with the number 10.
“We are going to learn a new center called Greatest of Them All. You and your partner both make a two-digit number. Try to make the greatest number you can because the player with the greater number wins. Let’s play one round together.”
Display the number cards and recording sheet.
Invite a student to act as your partner.
Choose a number card.
“I can decide where to place this digit on the recording sheet. This digit can be my ones or my tens, but once I place it, it cannot be moved.”
“Where would you place this number on the recording sheet? Why would you place it there?” (I would put it in the tens place because 6 is a high number and I want to have a lot of tens. I would put this number in the ones place because I want to try to get a greater number for my tens.)
“After you place one number, your partner chooses a card and places the number on their recording sheet.”
Invite your partner to choose a card and decide where they will place the number.
Repeat until each of you has a two-digit number.
“Now we compare our numbers. Who has the greater number? How do you know?”
“Finally, we write a comparison using <, >, or =.”
Demonstrate writing the comparison statement on the recording sheet.
“The player with the greater number gets a point. Continue playing until someone reaches 5 points.”
Activity
10 minutes: partner work time
Activity Synthesis
Display a recording sheet with a 5 in the tens place for one partner and the rest blank.
“My partner has a 5 in the tens place. I choose a card and see that it is a 6. Where should I place the 6? Why would you place it there?” (Place it in the tens place because 6 tens is more than 5 tens so the number in the ones place won't matter. You will have the greater number.)


aligns: no