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: 
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 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_neg_0

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im_task_000157_neg_0

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fl_problem_000674_pos_0

5
standard_description: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Narrative
The purpose of this activity is for students to match situations to expressions and then find the value of the expressions (MP2). Students see expressions that show both quotients of a whole number by a fraction and quotients of a fraction by a whole number. They need to think carefully about the situations to make sure the expression they choose matches the situation (MP2).
Launch
Groups of 2
Display the image from student book:
[IMG]
“What do you notice? What do you wonder?” (They look like seeds. How many are in the bowls? Why are there 2 bowls?)
“The small bowl is filled with
\(\frac {1}{4}\)
cup of kernels. That is one serving of popcorn kernels. What does ‘one serving’ mean?” (It is the amount you are supposed to eat at one time.)
“About how many servings are in the big bowl?” (Answers vary. Sample responses range from 10 to 15.)
Activity
1–2 minutes: independent think time
5–8 minutes: partner work time
Monitor for students who:
draw diagrams to represent the situations
describe the relationship between the dividend and divisor using language such as “groups of”
use the value of the expression to describe why the expression matches the situation
Student Facing
Match each problem to an expression that represents the problem. Some expressions will not have a match. Be prepared to explain your reasoning.
One serving of popcorn is
\(\frac {1}{4}\)
cup of kernels. There are 3 cups of kernels in the bowl. How many servings are in the bowl?
[IMG]
One serving of orange juice is
\(\frac {1}{4}\)
liter. The container of juice holds 2 liters. How many servings are in the container?
One serving of granola is
\(\frac {1}{2}\)
cup. The bag of granola holds 5 cups. How many servings are in the bag?
\(\frac {1}{4} \div 3 \)
\(\frac {1}{2} \div 5\)
\(3 \div \frac {1}{4}\)
\(\frac {1}{4} \div 2\)
\(5 \div \frac {1}{2}\)
\(2 \div \frac {1}{4}\)
Find the value of each expression.
Student Response
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Advancing Student Thinking
If students do not correctly match the situations to the expressions, refer to each situation and ask, “How does the situation represent division?”
Activity Synthesis
Ask previously selected students to share their solutions.
“How did you decide which expression matched which situation?” (I thought about the number of things being divided and whether it was a fraction or a whole number. I thought about the size of the pieces.)
Display:
\(3 \div \frac {1}{4}= 12\)
“Describe how this equation represents the situation in the first problem.” (There are 3 cups of kernels in the bowl and a serving is
\(\frac {1}{4}\)
a cup, so there are 12 servings in the bowl.)
Display:
\(\frac {1}{4} \div 3 = \frac {1}{12}\)
“How do you know that this equation does not match the situation?” (The answer is a fraction. That doesn’t make sense because there is more than 1 serving in 3 cups.)


aligns: no