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 that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
problem_activity: Activity
The last activity in this lesson moves one more step closer to quantifying likelihood of scenarios by ordering them individually rather than into groups. Some of the scenarios have a numerical probability expressed as a percentage, some in decimal form, some as a fraction, and some do not have a numerical probability given (MP7). This gives students the opportunity to work with probabilities expressed as percentages, decimals, and fractions.
You will need the blackline master for this activity.
Launch
Arrange students in groups of 3. Distribute one copy of the blackline master for each group.
Tell students to take turns ordering the cards by beginning with one card, then adding in additional cards one at a time before, after, or between cards as needed.
Give students 5 minutes for group work followed by a whole-class discussion.
Student Facing
Your teacher will give you some cards that describe events. Order the events from least likely to most likely.
After ordering the first set of cards, pause here so your teacher can review your work. Then, your teacher will give you a second set of cards.
Add the new set of cards to the first set so that all of the cards are ordered from least likely to most likely.
Student Response
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Anticipated Misconceptions
Students may have trouble understanding the Rock, Paper, Scissors context. Tell these students that a player randomly chooses one of the three items to play in each round. If students still struggle, tell them that each of the three items are expected to be played with equal likelihood.
Activity Synthesis
The purpose of the discussion is for students to talk about the methods they used to sort the cards and compare likelihood of different situations.
Some questions for discussion:
"How were the numerical values of the likelihoods written?" (Some were written as percentages, some as fractions, and some as decimal values.)
"How did you compare them when there was a mix of percentages, fractions, and decimals?"
"Some of the cards did not have a percentage, fraction, or decimal. How did you determine where those cards would go in the order?"
Speaking, Listening: MLR7 Compare and Connect.
Ask students to prepare a visual display of their sorted cards. Students should consider how to display their cards so that another student can interpret the reasoning behind the order they selected. Some students may wish to add notes or details to their displays to help communicate their thinking. Invite students to investigate each other’s work, ask students to compare the order between displays. Listen for and amplify any comments about the use of percentages, fractions, and decimals to compare the likelihood of different situations. Then encourage students to make connections between the various ways to quantify the likelihood of a situation. Listen for and amplify language students use to explain that the percentage, fraction, and decimal used to quantify the likelihood of the same scenario are all equivalent. This will foster students’ meta-awareness and support constructive conversations as they compare and connect quantities that represent the likelihood of a situation.
Design Principle(s): Cultivate conversation; Maximize meta-awareness


aligns: no