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: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
problem_activity: Narrative
In this activity, students create a line plot using measurements to the nearest
\(\frac{1}{4}\)
and
\(\frac{1}{8}\)
inch. This task prompts students to use their understanding of fraction equivalence to plot and partition the horizontal axis.
Representation: Access for Perception.
Provide access to fraction strips that show fourths and eighths, and invite students to use them to answer question 4. Ask students to identify correspondences between the fraction strips and the horizontal axis of the line plot.
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing
Launch
Groups of 2
“The table lists many different lengths.”
“What do you notice about the pencil lengths?” (Sample responses:
Some repeat more than one time.
The numbers are mixed numbers.
There are no whole numbers.)
1 minute: quiet think time
“There are some lengths that are more common or occur more often than others.”
“Tell a partner the length that is most common.” (
\(6\frac{3}{4}\)
)
Activity
Groups of 2
5 minutes: independent work time
Monitor for students who use equivalence to plot measurements to the nearest eighth inch.
“Share your line plots with your partner and make revisions as needed.”
2 minutes: partner discussion
Student Facing
Andre’s class measured the length of some colored pencils to the nearest
\(\frac{1}{4}\)
inch. The data are shown here:
\(1\frac{3}{4}\)
\(2\frac{1}{4}\)
\(5\frac{1}{4}\)
\(5\frac{1}{4}\)
\(4\frac{2}{4}\)
\(4\frac{2}{4}\)
\(6\frac{1}{4}\)
\(6\frac{3}{4}\)
\(6\frac{3}{4}\)
\(6\frac{3}{4}\)
[IMG]
Plot the colored-pencil data on the line plot.
[IMG]
Which colored-pencil length is the most common in the data set?
Write 2 new questions that could be answered using the line plot data.
Next, Andre’s class measured their colored pencils to the nearest
\(\frac{1}{8}\)
inch. The data are shown here:
\(1\frac{6}{8}\)
\(2\frac{2}{8}\)
\(5\frac{2}{8}\)
\(5\frac{3}{8}\)
\(4\frac{4}{8}\)
\(4\frac{4}{8}\)
\(6\frac{6}{8}\)
\(6\frac{6}{8}\)
\(6\frac{6}{8}\)
\(6\frac{3}{8}\)
Plot the colored-pencil data on the line plot.
[IMG]
Which colored-pencil length is the most common in the line plot?
Why did some colored-pencil lengths change on this line plot?
What is the difference between the length of the longest colored pencil and the shortest colored pencil? Show your reasoning.
Student Response
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Advancing Student Thinking
If students do not yet identify “most common” length as the length with the most data points on the line plot, consider asking: “Which measurement occurred more often than others?” and “Which pencil measurement was plotted most often?”
Activity Synthesis
“How many colored pencils were measured in Andre’s class?” (10, because there were ten data points and each represented a pencil that was measured.)
“What was the most common measurement in the first set of data? In the second set of data?” (In the first set of data:
\(6\frac{3}{4}\)
inches. In the second set of data:
\(6\frac{6}{8}\)
inches.)
“How did you use equivalence to help as you plotted measurement data in eighths of an inch?” (I know that two eighths are equivalent to one fourth and this helped to find eighths on the line plots.)
Use the line plot image to clearly label
\(\frac{1}{2}\)
,
\(\frac{1}{4}\)
and
\(\frac{1}{8}\)
with help from students.


aligns: no