few_shots: 
Example 1:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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

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standard_description: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
problem_activity: Narrative
The purpose of this activity is for students to solve two-step word problems using all four operations. Students should be encouraged to solve the problem first or write the equation first, depending on their preference. Encourage students to use parentheses if needed to show what is being done first in their equations.
When students make sense of situations to solve two-step problems they reason abstractly and quantitatively (MP2).
MLR5 Co-Craft Questions.
Keep books or devices closed. Display only the problem stem, without revealing the question. Give students 2–3 minutes to write a list of mathematical questions that could be asked about this situation, before comparing their questions with a partner. Invite each group to contribute one written question to a whole-class display. Ask the class to make comparisons among the shared questions and their own. Reveal the intended questions for this task and invite additional connections.
Advances: Reading, Writing
Engagement: Develop Effort and Persistence.
Some students may benefit from feedback that emphasizes effort and time on task. For example, check in and give feedback after each party planning problem.
Supports accessibility for: Attention
Required Materials
Materials to Gather
Base-ten blocks
Materials to Copy
Centimeter Grid Paper - Standard
Launch
Groups of 2
Give students access to grid paper and base-ten blocks.
Activity
“Work independently to solve these problems and write an equation with a letter for the unknown quantity to represent each situation. You can choose to solve the problem first or write the equation first.”
5–7 minutes: independent work time
“Share your solutions and your equations with your partner. Also, tell your partner if you think their solutions and equations make sense or why not.”
5–7 minutes: partner discussion
Student Facing
For each problem:
a. Write an equation to represent the situation. Use a letter for the unknown quantity.
b. Solve the problem. Explain or show your reasoning.
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Kiran is making paper rings each day to decorate for a party. From Monday to Thursday he was able to complete 156 rings. Friday, Kiran and 2 friends worked on making more rings. Each of them made 9 more rings. How many rings did they make over the week?
Mai has 168 muffins. She put 104 of the muffins in a basket. She packed the rest of the muffins into 8 boxes with the same number of muffins. How many muffins were in each box?
There are 184 cups on a table. Three tables with 8 people at each table come up to get drinks and each use a cup. How many cups are on the table now?
Student Response
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Advancing Student Thinking
If students don't write a single equation to represent both steps of the problem, consider asking:
“What equations did you write for each part of the problem?”
“How could you combine your equations into one equation that would represent the problem?”
Activity Synthesis
For each problem have a student share their equation and discuss how it represents the problem.
Consider asking:
“Where do we see ______ from the problem in the equation?”
“What information from the situation did we need to solve and write our equation?”
“How are parentheses used in the equation?”


aligns: no