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: 
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.

Answer: 
Yes. This task involves representing addition with objects such as number cards and dice.

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: 
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Answer: 
No. Completing this task does not involve representing fractions on a number line diagram.

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_pos_0

K

im_task_000157_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
problem_activity: Activity
The purpose of this activity is to reinforce that some conditions define a unique polygon while others do not. Students build polygons given only a description of their side lengths. They articulate that this is not enough information to guarantee that a pair of quadrilaterals are identical copies. On the other hand, triangles have a special property that three specific side lengths result in a unique triangle. Students should notice that their recreation of Jada’s triangle is rigid; the side lengths and angles are all fixed.
Monitor for students who try putting the side lengths together in different orders to build different polygons and invite them to share during the whole-class discussion.
Digital
Launch
Arrange students in groups of 2. Remind students that a quadrilateral is a four-sided polygon. If necessary, demonstrate how to use the fasteners to connect the strips.
Distribute one set of strips and fasteners to each group. Provide access to geometry toolkit, including rulers and protractors. Encourage students to think about whether there are different shapes that would fulfill the given conditions. Give students 5–6 minutes of quiet work time followed by a whole-class discussion.
For classes using the digital materials, there is an applet for students to use to build polygons with the given side lengths. If necessary, demonstrate how to create a vertex by overlapping the endpoints of two segments. It may work best for positioning each segment to put the green endpoint in place first and then adjust the yellow endpoint as desired.
Representation: Internalize Comprehension.
Begin the activity with concrete or familiar contexts. Remind students that a polygon is a closed figure with straight sides. Demonstrate how to use fasteners to connect the slips.
Supports accessibility for: Conceptual processing; Memory
Student Facing
Diego built a quadrilateral using side lengths of 4 in, 5 in, 6 in, and 9 in.
Build such a shape.
Is your shape an identical copy of Diego’s shape? Explain your reasoning.
Jada built a triangle using side lengths of 4 in, 5 in, and 8 in.
Build such a shape.
Is your shape an identical copy of Jada’s shape? Explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 2. Remind students that a quadrilateral is a four-sided polygon. If necessary, demonstrate how to use the fasteners to connect the strips.
Distribute one set of strips and fasteners to each group. Provide access to geometry toolkit, including rulers and protractors. Encourage students to think about whether there are different shapes that would fulfill the given conditions. Give students 5–6 minutes of quiet work time followed by a whole-class discussion.
For classes using the digital materials, there is an applet for students to use to build polygons with the given side lengths. If necessary, demonstrate how to create a vertex by overlapping the endpoints of two segments. It may work best for positioning each segment to put the green endpoint in place first and then adjust the yellow endpoint as desired.
Representation: Internalize Comprehension.
Begin the activity with concrete or familiar contexts. Remind students that a polygon is a closed figure with straight sides. Demonstrate how to use fasteners to connect the slips.
Supports accessibility for: Conceptual processing; Memory
Student Facing
Diego built a quadrilateral using side lengths of 4 in, 5 in, 6 in, and 9 in.
Build such a shape.
Is your shape an identical copy of Diego’s shape? Explain your reasoning.
Jada built a triangle using side lengths of 4 in, 5 in, and 8 in.
Build such a shape.
Is your shape an identical copy of Jada’s shape? Explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may think that their triangle is different from Jada’s because hers is “upside down.” Ask the student to turn their triangle around and ask them if it is now a different triangle. While there is a good debate to be had if they continue to insist they are different, let the students know that, for this unit, we will consider shapes that have been turned or flipped or moved as identical copies and thus “not different.”
Activity Synthesis
Select previously identified students to share their constructions and explanations. Display each student’s example for all to see.
If desired, reveal Diego and Jada’s shapes and display for all to see along side students’ work.
[IMG]
Ask students:
“Is this what you thought Jada and Diego’s shapes looked like?”
“Which shape did you make an identical copy of?” (Jada’s triangle.)
“Why did you not make an identical copy of Diego’s shape?” (Because you can make quadrilaterals with the same side lengths but different angle measure.)
Consider explaining to students how this finding is applied in construction projects. For stability, the internal structures of many buildings (and bridges) will include triangles. Rectangles or other polygons with more than three sides often include triangular supports on the inside, to make the construction more rigid and less floppy.
Speaking: MLR7 Compare and Connect.
Use this routine to support whole-class discussion. Ask students to consider what is the same and what is different about their quadrilateral as compared to Diego’s. Draw students' attention to the association between the order of side lengths in each quadrilateral and the angle measures in each shape. In this discussion, demonstrate the language used to make sense of the conditions required to make identical figures. Talking about and comparing the quadrilaterals will help draw students' attention to the conditions that define a unique polygon.
Design Principle(s): Maximize meta-awareness


aligns: no