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: 
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_neg_0

K

fl_problem_001097_neg_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Narrative
The purpose of this activity is for students to add and subtract within 1,000. Students begin the activity by analyzing different expressions without adding or subtracting to determine which values they think would be the least and most challenging to find. In the synthesis, students share different reasons why sums and differences were chosen to be “least” and “most challenging” and different methods for finding the values of the expressions.
Although students may have many different reasons for why they think expressions are more or less challenging to find, the synthesis focuses on reasons based on composing or decomposing units. Discussing whether students will compose or decompose units will support students in fluently finding sums and differences within 100 in the next activity.
This activity uses
MLR8 Discussion Supports. Advances: speaking
Launch
Groups of 2
Activity
“Without finding the value of any of the sums or differences, read each expression and circle the two you think would be the most challenging to find the value of.”
3 minutes: independent work time
“Choose one of the expressions you circled and find the value. Then choose 2 other expressions and find their value.”
4 minutes: independent work time
“Share your work with your partner. Explain why you picked your expressions and the method you used to find the values.”
MLR8 Discussion Supports
Display sentence frames to support students when they explain their strategy:
“I picked _____ because . . . .“
“First, I _____ because . . . .”
“I noticed _____ so I . . . .”
4 minutes: partner discussion
Student Facing
A
\(102 + 341\)
G
\(64 + 37\)
B
\(385 - 124\)
H
\(302 - 198\)
C
\(611 - 45\)
I
\(73 - 27\)
D
\(87 + 38\)
J
\(685 + 279\)
E
\(571 - 268\)
K
\(320 + 509\)
F
\(885 - 142\)
L
\(53 + 52\)
Circle 2 sums or differences you think would be the most challenging to find. Find the value of one of these expressions. Show your thinking.
Choose 2 other expressions and find the values. Show your thinking.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Poll the class. For each expression, ask students to “Show one finger if the expression was not challenging, two fingers if it was a little challenging, or three fingers if it was the most challenging to find.”
Consider displaying:
A, D, E, F, H, J
Stop for any expressions where there is a mix of ratings.
Consider asking:
“Why did you feel this expression is more challenging?”
“Who can share why this expression was less challenging?”
For expressions where most or all students felt the expression was most challenging, select students to share different methods for finding the value.
“All the expressions you felt were most challenging can become less challenging with practice and using what you know about place value.”


aligns: no