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: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
problem_activity: Activity
In this activity, students match equivalent expressions involving exponents and radicals. This is the first time they see negative rational exponents, so expect a lot of discussion around those expressions. Students will have more chances to interpret negative exponents, so it is not crucial for them to show mastery at this time.
Monitor for groups who reason about the expressions with negative fractional exponents in different ways. For example, some students may see
\(7^{\text- \frac12}\)
as
\(\left(7^{\text-1}\right)^{\frac12}\)
, while others will think of the expression as
\(\left(7^{\frac12}\right)^{\text-1}\)
. Ask these groups to be ready to share their reasoning during the discussion.
Launch
Arrange students in groups of 2. Give students a few minutes of quiet think time before asking them to share their responses with their partners. Tell students that if there is disagreement, they should work to reach agreement. Follow with a whole-class discussion.
Conversing: MLR8 Discussion Supports.
Arrange students in groups of 2. Invite students to take turns finding a match and explaining their reasoning to their partner. Display the following sentence frames for all to see: “ ____ and ____ are equal because…” and “I noticed _____, so I matched….” Encourage students to challenge each other when they disagree. This will help students clarify their reasoning about equivalent expressions that involve exponents.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
Match each exponential expression to an equivalent expression.
\(7^3\)
\(7^2\)
\(7^1\)
\(7^0\)
\(7^{\text-1}\)
\(7^{\text-2}\)
\(7^{\text-3}\)
\(7^{\frac{1}{2}}\)
\(7^{\text-\frac{1}{2}}\)
\(7^{\frac13}\)
\(7^{\text-\frac{1}{3}}\)
\(\frac{1}{49}\)
\(\frac{1}{343}\)
\(\sqrt7\)
\(\frac{1}{\sqrt[3]{7}}\)
\(\sqrt[3]{7}\)
49
\(\frac{1}{\sqrt7}\)
343
7
\(\frac{1}{7}\)
1
Student Response
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Student Facing
Are you ready for more?
How do we know without counting that the number of circles equals the number of squares? Because we can match every circle to exactly one square, and each square has a match:
[IMG]
[IMG]
We say that we have shown that there is a one-to-one correspondence of the set of circles and the set of squares. We can do this with infinite sets, too! For example, there are the same “number” of positive integers as there are even positive integers:
[IMG]
Every positive integer is matched to exactly one even positive integer, and every even integer has a match! We have shown that there is a one-to-one correspondence between the set of positive integers and the set of even positive integers. Whenever we can make a one-to-one matching like this of the positive integers to another set, we say the other set is
countable.
Show that the set of square roots of positive integers is countable.
Show that the set of positive integer roots of 2 is countable.
Show that the set of positive integer roots of positive integers is countable. (Hint: there is a famous proof that the positive rational numbers are countable. Find and study this proof.)
Student Response
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for free access to Extension Student Response.
Anticipated Misconceptions
If students aren’t sure how to match the negative rational exponents, ask them if they could make an educated guess based on the other patterns they notice.
Activity Synthesis
Begin the discussion by selecting 2–3 groups to share how they matched the expressions with positive exponents. Next, invite previously identified groups to share how they matched the expressions with negative exponents. While students share their thinking, display any exponent rules referenced for all to see, such as
\(\left(b^m\right)^n = b^{m \boldcdot n}\)
or
\(b^{\text-n} = \frac{1}{b^n}\)
. It is important for students to understand that fractional exponents follow all the same exponent rules as integer exponents.


aligns: no