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: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
problem_activity: Narrative
The purpose of this activity is for students to learn stage 2 of the Target Numbers center. Students start with 25, choose a number card and decide whether to add that number of tens or ones. Students play six rounds and the student who gets as close to 95 as possible without going over is the winner.
MLR8 Discussion Supports.
Prior to playing the game, invite students to make sense of the directions and take turns sharing their understanding with their partner. Listen for and clarify any questions about the directions.
Advances: Reading, Representing
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Number cards 0–10
Materials to Copy
Target Numbers Stage 2 Recording Sheet
Launch
Groups of 2
Give each group a set of number cards, two recording sheets, and access to connecting cubes in towers of 10 and singles.
“Take out all of the cards that show 0 or 10.”
“We are going to learn a new way to play Target Numbers. This time, your goal is to get as close to 95 as you can, without going over. You only get 6 turns. On each turn, you get to decide whether you want to add tens or ones to your number. Let’s play a round together. Each partner starts at 25.”
Demonstrate drawing a number card.
“I drew a [4]. Should I add 4 ones or 4 tens? Why?” (You can add 4 tens because that will give you 65. You still have 5 rounds to get to 95. You can add 4 ones to make 29. That gives you more time to add tens.)
30 seconds: quiet think time
30 seconds: partner discussion
Share responses.
“I’m going to add 4 tens, 2 tens and 4 tens is 6 tens. So my sum is 65.”
“Once my partner and I agree on the sum, the partner who drew the number card records an equation. Since 25 is already filled in for me, I will record the number as tens (or ones) and the sum.”
Demonstrate completing the equation.
“After I write my equation, the sum becomes my starting number for the next round, so I write it in as the first number in the next equation.”
If needed, play another round with the class.
“Take turns drawing the number card, finding the sum and writing an equation. Each player plays 6 rounds. Whoever gets closest to 95 without going over is the winner.”
Activity
10 minutes: partner work time
Activity Synthesis
“When you draw the number card, what is your method for deciding whether to add that many tens or ones?” (I think about how close I am to 95. That helps me think about whether to add ones or tens.)


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