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: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Answer: 
No. Though this task involves addition, it does not involve any word problems.

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?

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standard_description: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
problem_activity: Narrative
The purpose of this activity is for students to apply what they’ve learned about quadrilaterals to design a wax print pattern. First, students analyze wax prints that have quadrilaterals incorporated into the pattern. Then, students design their own wax print that incorporates rhombuses, rectangles, or squares and a quadrilateral that doesn’t belong to any of these subcategories.
MLR8 Discussion Supports.
Synthesis: During group presentations, invite the student(s) who are not speaking to follow along and point to the corresponding parts of the display.
Advances: Speaking, Representing
Action and Expression: Internalize Executive Functions.
To support working memory, provide students with access to sticky notes or mini whiteboards.
Supports accessibility for: Memory, Organization
Required Materials
Materials to Gather
Colored pencils, crayons, or markers
Materials to Copy
Square Dot Paper Standard
Launch
Groups of 2
Display the image.
“Today’s lesson is going to focus on African wax prints. African wax prints are colorful cotton fabrics commonly used for clothing in West Africa. Take a minute to think about the pattern. What do you notice? What do you wonder?” (Students may notice: The pattern is colorful. There are rhombuses in the pattern. There are triangles in the pattern. There are quadrilaterals that aren’t rhombuses, rectangles, or squares in the pattern. Students may wonder: How do they make these patterns? What other shapes could be used to make these patterns? What types of clothing are made with this cloth? Where can you buy this type of fabric?)
1 minute: partner discussion
Share responses.
“You’re going to create your own wax print pattern. Independently read over the directions and think about how you’ll create your pattern.”
2–3 minutes: quiet think time
“Are there any questions about how you’ll create your wax print pattern?”
Answer any questions students have.
Give each student a sheet of dot paper and colored pencils, crayons, or markers.
Activity
“Work independently to create your wax print pattern.”
5–7 minutes: independent work time
“You can continue working on your own or work with a partner or small group to finish your pattern. Even if you choose to work alone, be available if your partner wants to think through something together.”
3–5 minutes: partner, small group, or independent work time
Monitor for students who use a rhombus, rectangle, or square in their pattern to highlight in the synthesis. Adjust the synthesis if all shapes aren’t used.
Student Facing
Your teacher will give you some dot paper for drawing.
Use the dot paper to design your own wax print pattern. Your pattern should:
use a rhombus, rectangle, or square
use a quadrilateral that is not a rhombus, rectangle, or square
have each shape repeat at least 5 times
Color the pattern in a way that highlights the shapes you chose or choices you made.
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Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Display previously selected patterns one at a time.
For each pattern, ask, “How did this student use rectangles (or rombuses, or squares) in their design?”


aligns: no