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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the Geoblocks center. Students describe solid shapes using their own language. Students provide clues so that their partner can identify the shape out of a set of 4-6 solid shapes. While students may correctly name the solid shapes, it is not expected in this lesson. Students may describe the shapes in many ways. Monitor for students who:
reference a familiar object: “This shape looks like a ball.”
describe attributes or parts of the shape, such as point and circle for a cone.
use the name of the shape: “This shape is a cube.”
use positional words: “This shape is next to the one that looks like a box.”
The purpose of the activity synthesis is to highlight the language students use to describe shapes (MP6).
MLR8 Discussion Supports.
Synthesis: For each response that is shared, invite students to turn to a partner and restate what they heard, using descriptions and gestures.
Advances: Listening, Speaking
Action and Expression: Internalize Executive Functions.
Invite students to plan how they will describe the shape to their partner.
Supports accessibility for: Organization, Conceptual Processing
Required Materials
Materials to Gather
Geoblocks
Solid shapes
Required Preparation
Each group of 2 students needs 4–6 different solid shapes.
Launch
Groups of 2
Give each group of students 4–6 different solid shapes.
“We are going to learn a new way to do the Geoblocks center. It is called Geoblocks, Describe and Find.”
“Put the solid shapes in the middle, between you and your partner.”
30 seconds: partner work time
Activity
“Think of a shape but don’t tell your partner. Describe one of the shapes to your partner. Your partner’s job is to guess which shape you are describing. Once your partner figures out which shape you are describing, switch roles.”
7 minutes: partner work time
Monitor for students who describe the shapes in the ways described in the activity narrative.
Advancing Student Thinking
If students guess a shape that is not being described, consider asking:
“What clues did your partner give you?”
If needed, consider prompting students to eliminate some of the shapes. For example, ask “Your partner said that the shape has a round part. Are there any shapes that do not have round parts?”
Activity Synthesis
Invite previously identified students to share.
“Which clues did your partner give that were helpful to you?” (My partner said their shape was tall and had a circle on the top and bottom.)


aligns: no