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

K

fl_problem_001097_neg_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
problem_activity: Narrative
The purpose of this activity is for students to solve problems that involve multiplication where one factor is a teen number. Students may solve and represent the problem any way they choose. In problem 3, look for different ways in which students are using area diagrams to highlight in the posters for the gallery walk in the next activity. Students reason abstractly and quantitatively when they interpret the stories and represent them with diagrams, expressions, or equations (MP2).
Engagement: Provide Access by Recruiting Interest.
Leverage choice around perceived challenge. Invite students to select at least 2 of the 4 problems to complete.
Supports accessibility for: Organization, Attention, Social-emotional Skills
Required Materials
Materials to Gather
Base-ten blocks
Tools for creating a visual display
Materials to Copy
Centimeter Grid Paper - Standard
Launch
Groups of 2
“Where are some places that you see art in your community?”
30 seconds: quiet think time
Share responses.
“These problems are about a student visiting a local art festival. This is where local artists come to display and sell their work.”
Give students access to grid paper and base-ten blocks.
“Turn and talk to your partner about how you might solve these problems.”
1–2 minutes: partner discussion
Activity
“Solve these problems. Explain or show your reasoning.”
6–8 minutes: independent work time
As students work, consider asking:
“How can you represent your thinking about the problem?”
“Where can you see _____ in your work?”
Monitor for:
different ways that students use the area diagram in the third problem
students who represent the third problem in the same way to pair to create a poster together
“Now you are going to create a poster to show your thinking on the third problem. You are going to work with a partner who solved the problem in the same way you did.”
Give each group tools for creating a visual display.
6–8 minutes: partner work time
Student Facing
Solve each problem. Explain or show your reasoning.
Noah sees a large painted mural that has side lengths of 15 feet and 4 feet. What is the area of the mural?
Noah’s family buys a mosaic that has 12 rows and 8 columns of 1 inch tiles. What is the area of the mosaic?
At the art festival, Noah uses sidewalk chalk to help decorate a rectangular piece of sidewalk that is 6 feet by 14 feet. What is the area of the piece of sidewalk that Noah helped decorate?
At the art festival, Noah buys a pack of stickers. There are 5 sheets and each sheet has 16 stickers. How many stickers are in the pack?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students don’t find a solution to the problems, consider asking: “What is this problem about?” and “How could you represent the problem?”
Activity Synthesis
Display posters around the room.


aligns: no