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 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_pos_0

K

fl_problem_001097_neg_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).
problem_activity: Warm-up
The mathematical purpose of this activity is for students to match bivariate data with its context. Students should think about whether they might expect a strong correlation or not as well as whether the relationship has a positive or negative correlation. Monitor for students who discuss linear relationships or variability in the data.
Launch
Arrange students in groups of two to four. Provide access to the scatter plots and contexts for the warm-up.
Student Facing
Match the variables to the scatter plot you think they best fit. Be prepared to explain your reasoning.
|    | \(x\)                  variable | \(y\)                  variable |
|----|---------------------------------|---------------------------------|
| 1. |                                 |                                 |
| 2. |                                 |                                 |
| 3. |                                 |                                 |
| 4. |                                 |                                 |
A
[IMG]
B
[IMG]
C
[IMG]
D
[IMG]
Student Response
Teachers with a valid work email address can
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Anticipated Misconceptions
Students may struggle with matching the pairs of variables with a scatter plot. Encourage students to think about how related the variables are and how the
\(y\)
variable might change as the
\(x\)
variable increases.
Activity Synthesis
The goal of this discussion is for students to discuss how the characteristics of the scatter plots allowed them to determine the context. For each context, select groups to share their match and reasoning. Select groups who used linear model and variability in their small group discussions.
Here are some questions for discussion.
“How did the concept of linear relationships help you to make a match?” (For the height in inches and the height in feet, I knew that the data would be very linear. I chose scatter plot A because it was the only one that appeared linear. I did wonder why scatter plot A was not perfectly linear. Maybe it had to do with rounding or measurement error.)
“How did you use the concept of linearity to help you to make a match?” (First, I expected the temperature and cereal context relationship to be totally random rather than linear at all, so that fit with scatter plot C. Second, I knew that problem 3 matched with scatter plot A, because I knew it should be almost perfectly linear. For a given height in feet, there is only one height in inches.)
“Which matches were the most difficult? What helped you figure them out?” (It was hardest to find the matches for scatter plots B and D because they were pretty scattered. I noticed that the data in scatter plot D displayed a negative relationship, so I looked for a context that would have a negative relationship. It makes sense that customer satisfaction decreases as wait time increases.)


aligns: no