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 add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Answer: 
No. This set of problems does not directly involve adding or subtracting multi-digit whole numbers. Instead, it focuses on multiplying multi-digit whole numbers.

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

3

fl_problem_000674_neg_0

5
standard_description: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
problem_activity: Warm-up
The mathematical purpose of this activity is for students to match bivariate data with its context. Students should think about whether they might expect a strong correlation or not as well as whether the relationship has a positive or negative correlation. Monitor for students who discuss linear relationships or variability in the data.
Launch
Arrange students in groups of two to four. Provide access to the scatter plots and contexts for the warm-up.
Student Facing
Match the variables to the scatter plot you think they best fit. Be prepared to explain your reasoning.
|    | \(x\)                  variable | \(y\)                  variable |
|----|---------------------------------|---------------------------------|
| 1. |                                 |                                 |
| 2. |                                 |                                 |
| 3. |                                 |                                 |
| 4. |                                 |                                 |
A
[IMG]
B
[IMG]
C
[IMG]
D
[IMG]
Student Response
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Anticipated Misconceptions
Students may struggle with matching the pairs of variables with a scatter plot. Encourage students to think about how related the variables are and how the
\(y\)
variable might change as the
\(x\)
variable increases.
Activity Synthesis
The goal of this discussion is for students to discuss how the characteristics of the scatter plots allowed them to determine the context. For each context, select groups to share their match and reasoning. Select groups who used linear model and variability in their small group discussions.
Here are some questions for discussion.
“How did the concept of linear relationships help you to make a match?” (For the height in inches and the height in feet, I knew that the data would be very linear. I chose scatter plot A because it was the only one that appeared linear. I did wonder why scatter plot A was not perfectly linear. Maybe it had to do with rounding or measurement error.)
“How did you use the concept of linearity to help you to make a match?” (First, I expected the temperature and cereal context relationship to be totally random rather than linear at all, so that fit with scatter plot C. Second, I knew that problem 3 matched with scatter plot A, because I knew it should be almost perfectly linear. For a given height in feet, there is only one height in inches.)
“Which matches were the most difficult? What helped you figure them out?” (It was hardest to find the matches for scatter plots B and D because they were pretty scattered. I noticed that the data in scatter plot D displayed a negative relationship, so I looked for a context that would have a negative relationship. It makes sense that customer satisfaction decreases as wait time increases.)


aligns: no