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: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
problem_activity: Narrative
In this activity, students find the value of sums with larger numbers using any method that makes sense to them. They may represent their thinking using connecting cubes, drawings, equations, or words. Monitor for the ways students use methods based on place value, including the language they use to describe composing a ten when adding tens and tens and ones and ones (MP3, MP6).
MLR8 Discussion Supports.
Synthesis: After a strategy is presented to the class, invite students to turn to a partner and restate what they heard in their own words. Encourage students to borrow language from a display with words and phrases collected from previous lessons.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Connecting cubes
Required Preparation
Create connecting cubes in towers of 10 and singles.
Launch
Groups of 2
Give students access to connecting cubes in towers of 10 and singles.
“Now we are going to add larger numbers. Think about how you can show your thinking so others can understand.”
“You have time to work independently before sharing your thinking with a partner.”
Activity
5 minutes: independent work time
5 minutes: partner discussion
Monitor for students who:
Add by place value (
\(27 + 15\)
,
\(20 + 10 = 30\)
,
\(7 + 5 = 12\)
,
\(30 + 12 = 42\)
)
Decompose 1 number to make a 10, then add the rest (
\(27 + 15\)
,
\(27 + 3 = 30\)
,
\(30 + 12 = 42\)
)
Student Facing
Find the value of each sum. Show your thinking using drawings, numbers, or words.
\(37 + 8\)
\(24 + 23\)
\(16 + 30\)
\(39 + 11\)
\(27 + 15\)
Student Response
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Activity Synthesis
Display
\(27 + 15\)
.
Select previously identified students to share.


aligns: no