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: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
problem_activity: Narrative
The purpose of this activity is for students to think about and compare the capacities of containers. Students start by comparing two containers where it is visually obvious which one holds more. They use comparison language such as “The pitcher holds more than the cup.” Then, students consider containers that have capacities that are not easy to compare visually and they brainstorm ways to compare the capacities of the containers. Students may need to see the water poured between the two containers multiple times before they determine and can explain which container has more capacity. As students make predictions and then discuss and justify their comparisons, they share a mathematical claim and the thinking behind it (MP3).
MLR8 Discussion Supports.
Use multimodal examples to clarify what it means for a container to hold liquid. Use verbal descriptions along with gestures or drawings to show the meaning of the word hold in this context.
Advances: Listening, Representing
Required Materials
Materials to Gather
Containers of different sizes
Sticky notes
Required Preparation
Gather a larger pitcher and a small cup to display during the launch.
Gather 2 cups with capacities that are not easy to compare visually, such as a tall stemmed glass and a short, wide cup for the activity.
Launch
Groups of 2
Display a pitcher and a small cup.
“Diego’s class needs a lot of lemonade for a lemonade sale they are going to have at school. Which container do you think they should use to hold the lemonade? Why do you think that?” (The pitcher holds more lemonade because it is bigger. The cup is small.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“We think that the pitcher will hold more lemonade.”
Activity
Display 2 cups and give each student a sticky note.
“Which of these cups do you think would hold more lemonade? Put your sticky note by the cup that you think would hold more lemonade.”
3 minutes: independent work time
“People had different answers about which cup would hold more lemonade. What can we do to figure out which cup can hold more lemonade?”
1 minute: quiet think time
1 minute: partner discussion
Share and record responses.
Demonstrate filling one of the cups with water and then slowly pour that water into the other cup.
“I filled up the red cup and poured the same water into the blue cup, but the blue cup overflowed. Which cup do you think can hold more lemonade?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“The red cup can hold more lemonade than the blue cup.”
Student Response
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Activity Synthesis
“We can use water to help us figure out which cup can hold more lemonade.”


aligns: no