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: 
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?

shot_info: im_task_001477_pos_0

K

im_task_000157_pos_0

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fl_problem_000674_pos_0

5
standard_description: Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.
problem_activity: Activity
The purpose of this activity is for students to practice solving problems that involve volumes of pyramids and cones. Monitor for various problem-solving strategies—in particular, for the problem in which students find the radius or height of a cone given a particular volume. Some students may substitute values into a formula and solve the resulting equation, and others may follow a process of deductive reasoning.
Launch
Provide students access to scientific calculators. Arrange students in groups of 2. Ask students to discuss their thinking with their partner, and if they disagree, work to reach an agreement.
Representation: Internalize Comprehension.
Activate or supply background knowledge about the formulas for the area of a triangle, square, and circle. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Calculate the volume of each solid. Round your answers to the nearest tenth if necessary.
A
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B
[IMG]
C
[IMG]
D: height 12 cm; area of base 32 cm
2
[IMG]
A particular cone has radius
\(r\)
and height
\(h\)
.
Write an expression for the volume of this cone in terms of
\(r\)
and
\(h\)
.
What is the height of a cone whose volume is
\(16\pi\)
cubic units and whose radius is 3 units?
What is the radius of a cone whose volume is
\(16\pi\)
cubic units and whose height is 3 units?
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
The Pyramid of Giza is 455 feet tall. The base is square with a 756-foot side length. How many Olympic-size swimming pool volumes of water can fit inside the Pyramid of Giza? Explain or show your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
For the pyramid with a triangular base, students may forget that the triangle area formula involves dividing by 2, resulting in a base area of 12 square units. Prompt them to draw and label the base prior to calculating its area.
Activity Synthesis
Ask students to share their strategies for volume calculations. For example, for the cone, did they calculate the area of the base first, and substitute it into the formula
\(V=\frac13 Bh\)
? Or, perhaps they wrote out
\(V=\frac13 \pi r^2 h\)
and performed the calculations all at once.
Select previously identified students to share their thought process on the “working backward” cone problem. If possible, find one student who solved an equation algebraically and another who used backward reasoning rather than formally solving an equation.
Representing, Conversing: MLR7 Compare and Connect.
Use this routine to enhance the whole-class discussion about strategies for volume calculation. After students calculate the volume of each solid and determine the radius or height of each cone, invite them to create a visual display of their work for one of the solids. Then ask students to quietly circulate and observe at least two other visual displays in the room. Give students quiet think time to consider what is the same and what is different about their strategies. Next, ask students to find a partner to discuss what they noticed. Listen for and amplify the language students use to compare and contrast strategies for volume calculation.
Design Principle(s): Cultivate conversation


aligns: no