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 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: 
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_neg_0

K

fl_problem_001097_neg_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
problem_activity: Narrative
The purpose of this activity is for students to learn stage 2 of the Less, Same, More center. Students compare groups of images in different arrangements. The activity synthesis highlights that numbers that are fewer than 5 come before 5 in the count sequence and numbers that are more than 5 come after 5 in the count sequence. This idea will be revisited in future sections and units. Students need repeated experiences comparing groups of objects, images, and numbers to be able to notice, articulate, and use the connection between the counting sequence and comparing the size of numbers (MP7, MP8).
The recording sheet is printed in the student book for this activity. There is a blackline master available for students to use during centers in future activities and lessons.
MLR8 Discussion Supports.
Remind students to use comparison language such as “fewer than,” “the same number as,” or “more than.”
Advances: Listening, Speaking
Required Materials
Materials to Copy
Less, Same, More Mat
Image Cards Grade K
Required Preparation
Create a T-chart labeled "Fewer than 5" and "More than 5".
Launch
Groups of 2
Give each group of students a set of cards.
“We are going to learn a new way to play the Less, Same, More center.”
Display the student page.
“How many dots are in the box?” (5)
30 seconds: quiet think time
Share responses.
Display an image card.
“How many dots are there?”
30 seconds: quiet think time.
Share responses.
“Are there fewer, the same, or more than 5? How do you know?”
Point to each part of the mat as you explain: “If it shows fewer than 5, put the card on the left. If it shows the same number, put the card in the middle. If it shows more, put the card on the right.”
“Choose a card, figure out how many things are on the card, and figure out if the image shows fewer, the same, or more than 5 images.”
Activity
7 minutes: partner work time
Student Facing
[IMG]
Student Response
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Activity Synthesis
Display t-chart labeled ‘Fewer than 5’ on the left and ‘More than 5’ on the right.
“Choose a card that shows fewer than 5. How many things are on your card?”
30 seconds: partner work time
Share responses.
Write the numbers on the left side of the t-chart as students share.
Repeat for cards that show more than 5.
Read the numbers on each side of the chart.
“What do you notice? What do you wonder?” (It sounds like you are counting. The numbers you say before 5 are all together on one side and the numbers you say after 5 are on the other side.)


aligns: no