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: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
problem_activity: Activity
Students dilated a single point in a previous activity. In this activity, they dilate a figure with multiple points and multiple shapes. The goal is for them to practice dilation and begin to confirm some properties of dilation. Students will have additional opportunities to formalize properties of dilation in subsequent lessons (A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. The dilation of a line segment is longer or shorter according to the same ratio given by the scale factor.)
Monitor for students who use the following (incomplete) strategies:
use the two given lines to place
\(D’\)
and
\(B’\)
, and then estimate all of the other shapes and points
measure distances within the figure and try to replicate them, for example calculating the radii of the two circles and trying to place them without scaling
\(A\)
and
\(C\)
along rays through
\(P\)
Monitor for students who use the precise strategy of drawing rays from
\(P\)
through each point in the original figure and placing points in the image halfway between
\(P\)
and the corresponding point.
Launch
It's okay if students do not have time to dilate every point, encourage them to record things they notice and wonder as they draw the dilation.
Engagement: Internalize Self Regulation.
Chunk this task into more manageable parts to differentiate the degree of difficulty or complexity. Assign students an appropriate number of points to choose and dilate.
Supports accessibility for: Organization; Attention
Student Facing
Dilate the figure using center
\(P\)
and scale factor
\(\frac12\)
.
[IMG]
What do you notice? What do you wonder?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
[IMG]
Dilate segment
\(AB\)
using center
\(P\)
by scale factor
\(\frac12 \)
. Label the result
\(A'B'\)
.
Dilate the segment
\(AB\)
using center
\(Q\)
by scale factor
\(\frac12\)
.
How does the length of
\(A''B''\)
compare to
\(A'B\)
? How would the length of
\(A''B''\)
change if
\(Q\)
was infinitely far away? Explain or show your answer.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
The goal of this discussion is to surface some observations. If most students were comfortable drawing a dilation move directly to that. If not, select multiple students who used different strategies (both precise and incomplete) to share their work. Ask students to explain what was
precise
in each student’s method. The key point is that the most precise way to draw a dilation is to draw rays from the center of the dilation through each point of the original figure, and then measure to figure out where the point goes in the image.
Ask students to share the things they noticed and wondered. Record and display their responses for all to see. If possible, record the relevant reasoning on or near the image. After all responses have been recorded without commentary or editing, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to respectfully disagree, ask for clarification, or point out contradicting information.
If the relative length of segments, or measure of angles do not come up during the conversation, ask students to discuss these ideas.
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. As students share their strategies for drawing the dilation of the figure, ask students to restate what they heard using precise mathematical language. Consider providing students time to restate what they hear to a partner before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students’ attention to any words or phrases that helped clarify the original explanation such as, “draw rays from the center of dilation through each point of the original figure.” This provides more students with an opportunity to produce language as they interpret the reasoning of others.
Design Principle(s): Support sense-making


aligns: no