few_shots: 
Example 1:
Concept/skill: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

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: 
No. Though this task involves addition, it does not involve any word problems.

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_neg_0

K

fl_problem_001097_pos_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
problem_activity: Narrative
The purpose of this activity is for students to apply what they have learned in this section to compare a number to the product of that number with a fraction. There are two cases where the fraction has a value of 1. Students may identify that the value of the fraction is 1 and use what they know about multiplying a number by 1. They may also use their knowledge of how to multiply fractions and the calculations for these products have been made simpler so that students can find the product to make the comparison. For the other problems, the numbers are sufficiently complex that the most efficient way to compare is to think about the size of the factors.
MLR1 Stronger and Clearer Each Time.
Synthesis: Before the whole-class discussion, give students time to meet with 2–3 partners to share and get feedback on their response to whether the expressions are
\(<\)
,
\(>\)
, or
\(=\)
. Invite listeners to ask questions, to press for details and to suggest mathematical language. Give students 2–3 minutes to revise their written explanation based on the feedback they receive.
Advances: Writing, Speaking, Listening
Launch
Groups of 2
Activity
1–2 minutes: quiet think time
10–12 minutes: partner work time
For the expressions
\(\frac{1}{4} \times \frac{5}{5}\)
and
\(\frac{10}{10} \times \frac{1}{2}\)
monitor for students who calculate the products and for students who reason about the size of the factors.
Student Facing
Write
\(<\)
,
\(>\)
, or
\(=\)
in each blank to make true statements.
Choose one problem and explain or show your reasoning.
\(567 \, \underline{\hspace{0.7cm}} \,345 \times 567\)
\(\frac{4}{5} \times 851 \, \underline{\hspace{0.7cm}} \, 851\)
\(\frac{1}{4} \, \underline{\hspace{0.7cm}} \, \frac{5}{5} \times \frac{1}{4}\)
\(\frac{103}{104} \, \underline{\hspace{0.7cm}} \, \frac{103}{104} \times \frac{103}{104}\)
\(\frac{99}{8} \times \frac{23}{22} \, \underline{\hspace{0.7cm}} \, \frac{99}{8}\)
\(\frac{10}{10} \times \frac{1}{2} \, \underline{\hspace{0.7cm}} \, \frac{1}{2}\)
\(\frac{100}{7} \times \frac{9}{13} \, \underline{\hspace{0.7cm}} \, \frac{9}{13}\)
Student Response
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Activity Synthesis
Invite students to share their solution for comparing
\(\frac{10}{10} \times \frac{1}{2}\)
and
\(\frac{1}{2}\)
.
“How do you know that
\(\frac{10}{20} = \frac{1}{2}\)
?” (If you cut the half into 10 equal pieces then you get 10 pieces and there are 20 in the whole.)
“Can you use the equation
\(\frac{10}{10} = 1\)
to see that
\(\frac{10}{10} \times \frac{1}{2} = \frac{1}{2}\)
?” (Yes, because 1 times any number is that same number.)
Invite students to share their solution for comparing
\(\frac{103}{104}\)
and
\(\frac{103}{104} \times \frac{103}{104}\)
.
“Did you find the product to compare?” (No, the numbers are big so it would have taken a long time.)
“What did you do to compare the numbers?” (I know that
\(\frac{103}{104}\)
is less than 1, it’s
\(1 - \frac{1}{104}\)
. So when I multiply it by any number I get less than that number.)


aligns: no