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 to multiply a fraction or whole number by a fraction.

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: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

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_pos_0

K

fl_problem_001097_neg_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
problem_activity: Problem 1
Ms. Roll is making a mural using square tiles. She has 96 tiles and wants the mural to be 8 tiles tall.
a.   How many tiles long will Ms. Roll’s mural be?
b.   Write one or more equations to show how you solved this problem.
Problem 2
Ayana starts to draw an area model to solve
$$79\div3$$
, which is shown below.
[IMG]
a.   Why did Ayana make a rectangle with an area of 60 and a length of 20?
b.   How much of the dividend still needs to be divided by 3? How do you know?
c.   Complete the area model by extending the one Ayana started above.
d.   Write the quotient and remainder for
$$79\div3$$
. Where are those values represented in the area model above?
e.   Use multiplication to check your answer.
Problem 3
a.   Solve each of the following word problems. Show or explain your work.
The price of a video game is $52. A video game costs 2 times as much as a jigsaw puzzle. What is the price of the jigsaw puzzle?
Ms. Needham squeezed 85 ounces of orange juice. She wants to pour it into glasses that hold 6 ounces each. How many glasses will Ms. Needham need to hold all the juice?
b.   Did you use an area model to represent either or both problems above? If not, could you have? Why or why not?


aligns: no