few_shots: 
Example 1:
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.


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.

Answer: 
No. Though this task involves addition, it does not involve any word problems.

Example 2:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Concept/skill: 
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Answer: 
Yes. By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.

Example 3:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Concept/skill: 
Fluently multiply multi-digit whole numbers using the standard algorithm.

Answer: 
Yes. This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

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im_task_000157_pos_0

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standard_description: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).)
problem_activity: Optional activity
This activity is optional. It shows three different methods for solving an equation: by rewriting it in factored form, by transforming it into an expression in which the squared term has a coefficient 1 and then rewriting in factored form, and by completing the square. The second method involves temporarily substituting a part of the expression with another variable so that the squared term has a coefficient of 1, which makes it easier to rewrite in factored form. Students encountered this strategy in an optional activity (“Making It Simpler”) in an earlier lesson. If students did not do that optional activity, consider doing it first before using this activity.
The numbers in the equations here do not lend themselves to be easily rewritten in factored form (without guessing and checking or substitution), or to be easily rewritten into perfect squares (because the leading coefficient and the constant terms are not perfect squares), but students see that these equations can be solved with these strategies. The activity further illustrates that any of these methods can be rather tedious, providing further motivation to solve using the quadratic formula, which students will learn in a future lesson.
Launch
Display the perfect squares students saw in the preceding activity. Ask them what they notice about the coefficient of the square term in each expression.
\(\displaystyle 100x^2 + 80x + 16\)
\(\displaystyle 36x^2 - 60x + 25\)
\(\displaystyle 25x^2 + 40x + 16\)
\(\displaystyle 0.25x^2- 14x + 196\)
Students are likely to notice that the coefficient of every
\(x^2\)
is a perfect square, which made it easier to rewrite the completed square as squared factors. Solicit some ideas about whether we could still complete the square if a quadratic expression does not have a perfect square for the coefficient of
\(x^2\)
. Then, tell students that they will explore a few methods for solving such equations.
Arrange students in groups of 2. Ask one partner to study the first two methods and the other partner to study the third method, and then take turns explaining their understanding to each other. Discuss the methods, especially the third one, before students begin using them to solve equations.
Make sure students see that, in both the second and third methods, the first step involves multiplying both sides of the equation by 3 to make the coefficient of
\(x^2\)
a perfect square. Each term on the left side of the equation changes by a factor of 3, but the right side of the equation remains 0 because multiplying 0 by any number results in 0.
If time is limited, consider asking students to solve only three equations, using each method once.
Action and Expression: Internalize Executive Functions.
To support development of organizational skills in problem-solving, chunk this task into more manageable parts. For example, cut the three methods apart into separate pieces. Begin by presenting one method at a time and invite students to annotate the examples as they analyze the steps. After students annotate the first method, invite students who have great clarity in their annotations to share their work, and display for all to see. Encourage students to refer to their annotations as they approach the last problems themselves.
Supports accessibility for: Memory; Organization
Student Facing
Here are three methods for solving
\(3x^2 + 8x + 5 = 0\)
.
Try to make sense of each method.
Method 1:
\(\displaystyle \begin {align}3x^2 + 8x + 5 &= 0\\ (3x + 5)(x + 1) &= 0 \end{align}\)
\(\displaystyle \begin {align} x = \text- \frac53 \quad \text{or} \quad x = \text-1\end {align}\)
Method 2:
\(\displaystyle \begin {align} 3x^2 + 8x + 5 &= 0\\ 9x^2 + 24x + 15 &= 0\\ (3x)^2 + 8(3x) + 15 &= 0\\ U^2 + 8U + 15 &= 0\\ (U+5)(U+3) &= 0 \end{align}\)
\(\displaystyle \begin {align} U = \text-5 \quad &\text{or} \quad U = \text-3\\3x = \text-5 \quad &\text{or} \quad 3x = \text-3\\ x = \text- \frac53 \quad &\text{or} \quad x = \text-1 \end{align}\)
Method 3:
\(\displaystyle \begin {align} 3x^2 + 8x + 5 &= 0\\ 9x^2 + 24x + 15 &= 0\\9x^2 + 24x + 16 &= 1\\(3x + 4)^2 &= 1 \end{align}\)
\(\displaystyle \begin {align} 3x+4 = 1 \quad & \text{or} \quad 3x+4 = \text-1\\x = \text-1 \quad & \text{or} \quad x = \text- \frac53 \end {align}\)
Once you understand the methods, use each method at least one time to solve these equations.
\(5x^2 + 17x + 6 = 0\)
\(6x^2 + 19x = \text-10\)
\(8x^2 - 33x + 4 = 0\)
\(8x^2 - 26x = \text-21\)
\(10x^2 + 37x = 36\)
\(12x^2 + 20x - 77=0\)
Student Response
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Student Facing
Are you ready for more?
Find the solutions to
\(3x^2 -6x + \frac{9}{4} = 0\)
. Explain your reasoning.
Student Response
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Activity Synthesis
Consider asking students who solve the same equation using different methods to compare and contrast their solution strategies. Then, invite them to reflect on the solving process:
“Did the numbers in certain equations make it easier to solve by one method versus the others?”
“What are the advantages of each method? What about its drawbacks?”
“Is there a strategy you prefer or find reliable? Which one and why?”
Tell students that in upcoming lessons, they will look at a more efficient method for solving quadratic equations.
Speaking, Representing: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. Before addressing the two questions, “What are the advantages of each method? What about its drawbacks?”, give students 2–3 minutes to plan what they will say when they present their responses to the class. Encourage students to consider what details are important to share and to think about how they will explain their reasoning using mathematical language. If needed, revoice student ideas to demonstrate mathematical language use by restating a statement as a question in order to clarify, apply appropriate language, and involve more students.
Design Principle(s): Support sense-making


aligns: no