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: 
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_pos_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
problem_activity: Activity
In this activity students use the structure of the coordinate plane to examine the observation that the altitudes of a triangle all intersect at a single point. Students practice writing equations for perpendicular lines as they represent altitudes algebraically. Then they solve the system of equations (a fairly simple system with
\(x=2\)
as one equation) to show that the altitudes all intersect at a single point.
Making dynamic geometry software available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Representation: Internalize Comprehension.
Activate or supply background knowledge about perpendicular bisectors. Display the following information: the perpendicular bisector of a segment is a line through the midpoint of the segment that is perpendicular to it. Provide a visual example to accompany this definition.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Triangle
\(ABC\)
is graphed.
[IMG]
Find the slope of each side of the triangle.
Find the slope of each altitude of the triangle.
Sketch the altitudes. Label the point of intersection
\(H\)
.
Write equations for all 3 altitudes.
Use the equations to find the coordinates of
\(H\)
and verify algebraically that the altitudes all intersect at
\(H\)
.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Any triangle
\(ABC\)
can be translated, rotated, and dilated so that the image
\(A’\)
lies on the origin,
\(B’\)
lies on the point
\((1,0)\)
, and
\(C’\)
has position
\((a,b)\)
. Use this as a starting point to prove that the altitudes of all triangles all meet at the same point.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
If students aren’t sure how to find the slopes of the altitudes, ask them about the relationship between the slope of a side and the slope of the altitude through that side. (The product of the slopes is -1 since they are perpendicular.)
If students struggle to verify algebraically that
\(H\)
is the point of intersection, ask them what’s true if a particular point is on 3 different lines (the lines must intersect at that point, unless they coincide). How can students test if
\(H\)
is on each line?
As in the previous activity, an index card can be a useful too to help visualize the altitudes.
Activity Synthesis
Ask students what the relationship is between the slope of a side and the slope of the altitude through that side. (The product of the slopes is -1 since they are perpendicular.) Invite students to share strategies for verifying their coordinates of
\(H\)
. (Sample response: Start with
\(x=2\)
, find the
\(y\)
-value using one equation, and test that point in the other equation.)
Speaking: MLR8 Discussion Supports.
As students discuss the relationship between the slope of a side and the slope of the altitude through that side, press for details by asking students how they know that the product of the slopes is
\(\text-1\)
. Also ask how they determined the equations for all three altitudes. Show concepts multi-modally by drawing and labeling a slope triangle for segment
\(AC\)
or
\(BC\)
and the altitude through that side. This will help students justify the slopes and equations for all three altitudes of the triangle.
Design Principle(s): Support sense-making; Optimize output (for justification)


aligns: no