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 add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Answer: 
No. This set of problems does not directly involve adding or subtracting multi-digit whole numbers. Instead, it focuses on multiplying multi-digit whole numbers.

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

shot_info: im_task_001477_neg_0

K

im_task_000157_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
problem_activity: Narrative
The purpose of this activity is for students to find the volume of a figure composed of two rectangular prisms and recognize that volume is additive. In the previous activity, students physically put two rectangular prisms together and then decomposed a figure into two rectangular prisms. In this activity, they are given an image of a figure composed of two rectangular prisms and asked to find the volume. They can do this in many ways. During the synthesis, connect the different strategies students used to the decomposition of the figure into two rectangular prisms.
As students experiment with different ways to group the cubes to efficiently count them, applying what they already know about the volume of rectangular prisms, they are looking for and making use of the structure of geometric objects (MP7). As students begin to generalize the idea that volume is additive, they are looking for and expressing regularity in repeated reasoning (MP8).
MLR7 Compare and Connect.
Synthesis: Invite students to prepare a visual display that shows the strategy they used to find the volume of each figure. Encourage students to include details that will help others interpret their thinking; for example, using specific language, or using different colors, shading, or arrows. Give students time to investigate each other’s work.
Advances: Representing
Launch
Groups of 2
Activity
5 minutes: individual work time
5 minutes: partner discussion
As students work, monitor for students who:
find two (or more) rectangular prisms that can be put together to make the figure and adding their volumes.
find the number of cubes in a base layer and multiplying by the number of layers, even though the base layer is not a rectangle (figure d).
Student Facing
Find the volume of each figure. Explain or show your reasoning.
a.
[IMG]
b.
[IMG]
c.
[IMG]
d.
[IMG]
Student Response
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Advancing Student Thinking
If students did not decompose the figures into rectangular prisms, encourage them to build the figures with connecting cubes and ask, “how can you decompose the figure into two rectangular prisms?”
Activity Synthesis
Display Figures c and d.
Ask selected students to share their way of splitting each figure.
“Who broke the figure up the same way? Who broke it up differently?”
“Can you think of other ways you could break up these figures?“ (I can cut them into several layers—3 horizontal layers for c, and 5 vertical layers for d. Each layer is a rectangular prism.)


aligns: no