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 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_neg_0

3

fl_problem_000674_pos_0

5
standard_description: Order three objects by length; compare the lengths of two objects indirectly by using a third object.
problem_activity: Task
Materials
Completed monthly weather recording sheet
[IMG]
Crayons
Sentence strips with frames (see below)
Student worksheet
Actions
Every day for a month the students record the weather by shading in an appropriate box on the recording sheet (attached).
At the completion of a month of school, the teacher projects the completed recording sheet using a document projector (if working with the whole class) or shows it to the students (if working in a small group setting).
The teacher asks the students to count how many days in the month each type of weather occurred, writing the number by the type of weather.
The teacher or another student asks questions like these:
How many rainy days did we have this month?
How many more rainy days did we have than sunny days?
How many days did we record the weather?
Students compose answers to the questions using sentence frames like these:
In September there were ___  ______ days
There were ___ more ________ days than ________ days
There were ___ fewer _________ days than _______ days
We recorded ____ days of weather altogether.
Both numbers and types of weather are used to fill in the blanks.  Students pair up and share an idea for each sentence frame; then the teacher chooses a student to fill in one of the frames orally, while it is recorded onto the sentence frame.
The students copy the data from the recording sheet onto their worksheet to create their own graph. The teacher may need to model this for the students the first time they do it.
The students choose a sentence based on the completed frames to match each of the weather pictures given.  So, for the sunny picture a student could write, "There were 5 more sunny days than rainy days," or "There were 12 sunny days in September."  The frame of "We recorded ___ days of weather altogether" could be stated orally, or added at the bottom of the recording sheet to be filled in. The teacher may need to model this for the students the first time they do it.


aligns: no