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: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
problem_activity: Optional activity
In this activity, students are given pictures and descriptions of planes cutting prisms and pyramids. Students are asked to draw cross sections freehand but this is not a skill that is required in order for students to be able to describe two-dimensional shapes created from cross sections, which is why this is an optional activity. Some pictures are of a moving plane. Students describe how the cross section changes as the plane moves.
If students have access to the digital activity there are applets to explore the cross sections.
Adapted from applets created in GeoGebra by
Anthony C.M. OR
.
Digital
Launch
Arrange students in groups of 2. Give students 3–5 minutes of quiet work time followed by time to discuss shapes of cross sections with a partner. Follow with a whole-class discussion.
Student Facing
Use the applet to draw each cross section and describe it in words. Start each one by dragging the gray bar on the left side across the screen until you see the whole 3D image on the left and the controls on the right.
Here is an applet with a rectangular prism, 4 units by 2 units by 3 units.
A plane cuts the prism parallel to the bottom and top faces.
The plane moves up and cuts the prism at a different height.
A vertical plane cuts the prism diagonally.
A square pyramid has a base that is 4 units by 4 units. Its height is also 4 units.
A plane cuts the pyramid parallel to the base.
A vertical plane cuts the prism.
A cube has an edge of length 4.
A plane cuts off the corner of the cube.
The plane moves farther from the corner and makes a cut through the middle of the cube.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 2. Give students 3–5 minutes of quiet work time followed by time to discuss shapes of cross sections with a partner. Follow with a whole-class discussion.
Student Facing
Draw and describe each cross section.
Here is a picture of a rectangular prism, 4 units by 2 units by 3 units.
[IMG]
A plane cuts the prism parallel to the bottom and top faces.
[IMG]
The plane moves up and cuts the prism at a different height.
[IMG]
A vertical plane cuts the prism diagonally.
[IMG]
A square pyramid has a base that is 4 units by 4 units. Its height is also 4 units.
A plane cuts the pyramid parallel to the base.
[IMG]
A vertical plane cuts the prism.
[IMG]
A cube has an edge of length 4.
A plane cuts off the corner of the cube.
[IMG]
The plane moves farther from the corner and makes a cut through the middle of the cube.
[IMG]
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
Select students to share their drawings and descriptions. Consider asking some of the following questions:
“How did you figure out the shape of the cross section?”
“What helped you visualize the shape?”
“Were any of the shapes you drew here similar to the shapes you described in the previous activity?”
Conversing: MLR8: Discussion Supports.
To support a rich discussion while students are describing two-dimensional shapes created from cross sections, invite students to include details in their descriptions and drawings of each cross section. Provide sentence frames such as: “The cross section is ____ because . . .”, “A plane cuts _____ as shown by . . .”, or “The dimensions of a cross section are ______ since . . . .” This will help students make sense of complex language as they draw and describe cross sections shown in each figure.
Design Principle(s): Cultivate conversation


aligns: no