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: Solve problems involving velocity and other quantities that can be represented by vectors.
problem_activity: Narrative
The purpose of this activity is for students to consider two different equations that represent the same story problem. Put Together, Result Unknown problems help students make sense of the commutative property because the two parts can be combined in different orders. This property, as well as the associative property, is referred to as “add in any order” to students. Students contextualize the problem and see that each number represents a specific object’s quantity, no matter which order it is presented, and connect these quantities to written symbols (MP2). Students will work more with the “add in any order” property in future lessons.
Representation: Access for Perception.
Students may benefit from hearing the instructions read aloud more than once.
Supports accessibility for: Language, Attention
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to 10-frames and connecting cubes or two-color counters.
“We just solved a problem about pet fish. What else do you know about pets?”
30 seconds: quiet think time
1 minute: partner discussion
If needed ask, “What kinds of pets are there?”
Activity
Read the task statement.
3 minutes: independent work time
2 minutes: partner discussion
Monitor for a student who uses objects or drawings to show that each equation matches the story.
Student Facing
Tyler and Clare want to know how many pets they have together.
Tyler has 2 turtles.
Clare has 4 dogs.
Tyler wrote the equation
\(4 + 2= \boxed{6}\)
.
Clare wrote the equation
\(2 + 4 = \boxed{6}\)
.
Do both equations match the story?
Why or why not?
Show your thinking using drawings, numbers, or words.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students explain that both equations match the story using only numbers, consider asking:
"How do you know that both equations match the story?"
"How could you use connecting cubes to show that they both match?"
Activity Synthesis
Invite previously identified students to share.
“How does their work show us that Tyler’s equation matches the story?”
“How does their work show us that Clare’s equation matches the story?”


aligns: no