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: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
problem_activity: Narrative
The purpose of this activity is for students to identify shapes as flat and solid as they sort shapes into groups. A sorting task gives students opportunities to analyze the structure of the shapes and identify common properties and characteristics (MP7).
If the sorting mat provided in the student workbook is too small for students to sort the shapes, consider giving students two pieces of construction paper, or ask students to put the solid shapes on one side of the table and the flat shapes on the other side.
MLR8 Discussion Supports.
Invite each partner to identify each shape aloud: Flat shape or solid shape. Encourage students to challenge each other when they disagree.
Advances: Conversing
Action and Expression: Internalize Executive Functions.
Invite students to plan a strategy for how they will sort the shapes.
Supports accessibility for: Conceptual Processing, Organization
Required Materials
Materials to Gather
Geoblocks
Solid shapes
Materials to Copy
Flat Shapes Cards K
Required Preparation
Each group of 2 needs a set of solid shapes and a set of cards.
Launch
Groups of 2
Give each group of students a set of solid shapes and a set of flat shapes cards.
Activity
“Work with your partner to sort the shapes into two groups. Write a number to show how many shapes are in each group.”
3 minutes: partner work time
“Pair up with another group. Show them how you sorted your shapes. Did you sort all of the shapes in the same way?”
3 minutes: small-group work time
“What could you call each group of shapes to show why you put those shapes together?”
Monitor for a group that sorts by flat shapes and solid shapes.
Student Facing
_______________
[IMG]
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Student Response
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Advancing Student Thinking
If students identify a pyramid as flat because “it looks like a triangle,” consider asking:
“What is the same about all of the shapes in this group?”
Display a pyramid and a triangle next to each other and ask “What do you notice about these shapes? What is different about them?”
Activity Synthesis
Invite previously selected students to share the way they sorted the shapes into flat shapes and solid shapes.
“This group has flat shapes. This group has solid shapes.”
Display a square.
“Should this shape go with the flat shapes or the solid shapes? Why?” (It is a flat shape. If we put it on our desk, it doesn’t stick up.)
Display a cube.
“Should this shape go with the flat shapes or the solid shapes? Why?” (It is a solid shape. It sticks up and takes up space.)


aligns: no