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: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
problem_activity: Activity
This activity continues work done in the previous lesson that connected various representations of proportional relationships including images, equations, and descriptions. In this activity students match diagrams, descriptions, and equations that represent a proportional relationship, involving variables
\(x\)
and
\(y\)
. Students then create their own diagram to represent an equation.
Identify students that create diagrams representing each of the unmatched equations, so they can share their work during the discussion.
Launch
Give students 7–10 minutes of quiet think time on the questions. Follow with whole-class discussion.
Representation: Internalize Comprehension.
Begin the activity with concrete or familiar contexts. For example, display a tape diagram with concrete values for
\(x\)
and
\(y\)
such as 20 and 15 respectively. Ask students “How much did 20 decrease by to get to 15?” Highlight the connections between the concrete and abstract tape diagrams. In the concrete tape diagram, 20 decreased by
\(\frac{1}{4}\)
to get 15. In the abstract tape diagram,
\(x\)
also decreased by
\(\frac{1}{4}\)
to get
\(y\)
.
Supports accessibility for: Conceptual processing; Memory
Student Facing
Match each diagram with a description and an equation.
Diagrams:
[IMG]
Descriptions:
An increase by
\(\frac14\)
An increase by
\(\frac13\)
An increase by
\(\frac23\)
A decrease by
\(\frac15\)
A decrease by
\(\frac14\)
Equations:
\(y=1.\overline{6}x\)
\(y=1.\overline{3}x\)
\(y=0.75x\)
\(y=0.4x\)
\(y=1.25x\)
Draw a diagram for one of the unmatched equations.
Student Response
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for free access to Student Response.
Activity Synthesis
Ask previously identified students to share their diagrams and explain how they represent the equation they chose. Then, ask students that did not share their diagrams to explain whether
\(x\)
(or
\(y\)
) is increased or decreased by some amount in the discussed equations.
Representing, Writing: MLR3 Clarify, Critique, Correct.
Present an incorrect diagram to represent one of the unused equations that reflects a possible misunderstanding from the class. For example, for the equation
\(y=0.75x\)
, draw a diagram where
\(y\)
is greater than
\(x\)
. Prompt students to identify the error, and then write a correct diagram to represent the equation. This will support students to understand the relationship between equations and diagrams.
Design Principle(s): Maximize meta-awareness


aligns: no