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: 
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_neg_0

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fl_problem_001097_neg_0

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fl_problem_001894_neg_0

HS_0
standard_description: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
problem_activity: Narrative
The purpose of this activity is for students to solve a variety of Add to and Take from Result or Change Unknown story problems. Students solve the story problems any way they choose and write an equation that matches the story and has a box around the answer to the question. During the activity synthesis, students consider the different ways to write equations for a story problem.
MLR8 Discussion Supports.
Synthesis: For each method that is shared, invite students to turn to a partner and restate what they heard using precise mathematical language.
Advances: Listening, Speaking
Engagement: Develop Effort and Persistence.
Chunk this task into more manageable parts. Check in with students to provide feedback and encouragement after each chunk.
Supports accessibility for: Social-Emotional Functioning, Attention
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to 10-frames and connecting cubes or two-color counters.
"We are going to solve some more story problems about books other kids like to read."
Activity
Read the problems.
5 minutes: independent work time
5 minutes: partner discussion
Student Facing
Mai has read 3 books about dogs.
Diego gives her 4 more books to read.
How many books about dogs will Mai read all together?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Noah has 4 books of poetry.
His sister gives him some more books.
Now he has 10 books of poetry.
How many books did his sister give him?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Tyler has 7 books about spiders.
He gives 3 of his books to Kiran.
How many books does Tyler have left?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Lin has 5 books about outer space.
Her teacher gives her some more books.
Now she has 10 books about outer space.
How many books did Lin's teacher give her?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Student Response
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Activity Synthesis
Invite students to share the equation for each problem.
"Why is the answer in different places in our equations?" (Because in some stories we know the two numbers to add together and then the answer is the total. In other problems we know the starting number and the total and the answer is the other number we added.)


aligns: no