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 add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Answer: 
No. This set of problems does not directly involve adding or subtracting multi-digit whole numbers. Instead, it focuses on multiplying multi-digit whole numbers.

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_neg_0

5
standard_description: Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
problem_activity: Problem 1
a.   Create as many rectangles as you can with an area of 12 square units. Find the perimeter of each rectangle that you created. Then record the length, width, area, and perimeter of each rectangle in the table below:
| **                Length (units)               ** | **                Width (units)               ** | **                Area (square units)               ** | **                Perimeter (units)               ** |
|---------------------------------------------------|--------------------------------------------------|--------------------------------------------------------|------------------------------------------------------|
|                                                   |                                                  |                                                        |                                                      |
|                                                   |                                                  |                                                        |                                                      |
|                                                   |                                                  |                                                        |                                                      |
|                                                   |                                                  |                                                        |                                                      |
|                                                   |                                                  |                                                        |                                                      |
|                                                   |                                                  |                                                        |                                                      |
|                                                   |                                                  |                                                        |                                                      |
b.   What do you notice about the rectangles you created? What do you wonder?
Problem 2
What is the greatest perimeter you can make with a rectangle that has an area of 24 square units?


aligns: no