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 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

3

fl_problem_000674_pos_0

5
standard_description: Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
problem_activity: Narrative
The purpose of this activity is for students to compare the length of two objects using a third object. When students decide if the teacher's desk will fit through the door or compare other large pieces of furniture, they will need to be precise about which lengths they are measuring as objects like the teacher's desk, a rug, and a bookcase, have a length, width, and in some cases a height (MP6). Next, they will need to select an appropriate third object to use to compare the lengths they have chosen. Teachers may choose to assign different questions for different groups to start with to facilitate student movement around the room. Teachers may also change any question that does not apply to their classroom.
MLR8 Discussion Supports.
Synthesis: For each observation that is shared, invite students to turn to a partner and restate what they heard using precise mathematical language.
Advances: Listening, Speaking
Engagement: Provide Access by Recruiting Interest.
Provide choice. Invite students to decide which problem to start with and the order to complete the task.
Supports accessibility for: Attention, Social-Emotional Functioning
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
Each group needs measuring materials from the previous activity.
Launch
Groups of 2
Give students access to measuring materials.
“Have you ever seen someone move a large piece of furniture, like a couch, from one room to another? Is it easy to move big pieces of furniture? Why or why not?”
30 seconds: quiet think time
Share responses.
“I have been thinking about getting a new desk. If I do, I will have to move this desk out of the room. I am not sure if this desk will fit through the door. How can we check to see if it will fit?” (We could measure with a string.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“You are all going to check to see if my desk will fit through the door. You are also going to compare the length of some other objects in the room.”
Activity
15 minutes: partner work time
Monitor for a group that measures the width of the teacher's desk and one that measures the length.
Student Facing
Will the teacher’s desk fit through the door?
Show your thinking using drawings, numbers, or words.
Will a student desk fit through the door?
Show your thinking using drawings, numbers, or words.
Which is longer, the bookshelf or the rug?
Show your thinking using drawings, numbers, or words.
Which is longer, the file cabinet or the bookshelf?
Show your thinking using drawings, numbers, or words.
Which is shorter, the bookshelf or the teacher’s desk?
Show your thinking using drawings, numbers, or words.
Will the teacher’s desk fit next to the bookshelf?
Show your thinking using drawings, numbers, or words.
Student Response
Teachers with a valid work email address can
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Activity Synthesis
Invite previously identified students to share.
For each student, ask: “How did they compare the length of the objects? What tool did they use? What part of each object did they measure?”


aligns: no