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?

shot_info: im_task_001477_neg_0

K

im_task_000157_neg_0

3

fl_problem_000674_pos_0

5
standard_description: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
problem_activity: Narrative
The purpose of this activity is for students to describe patterns in the sequence of even and odd numbers when they count by 1. Students notice that even numbers are numbers that you count when you skip-count by 2 (MP7).
In order for all students to visualize the sequence, perform the activity where the whole class can be arranged in a circle with space for students to sit and stand. Depending on class size, the count may go beyond 20. It is ok for students to notice and wonder about even and odd numbers beyond 20, but maintain the focus throughout the lesson on numbers within 20.
Launch
Form the class into a circle with all students standing.
“We are going to count together by 1. The first person to count will say 0 and stay standing.”
“The next person will say their number and sit down. The next person will say their number and stay standing.”
“We will keep counting until everyone has said a number.”
As needed, demonstrate the stand-sit-stand-sit sequence.
Record the count:
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Prompt students who are standing to say their numbers. (0, 2, 4, …)
Prompt students who are sitting to say their numbers. (1, 3, 5, …)
Activity
“Write down what you notice and what you wonder about the numbers in our count.”
3 minutes: independent work time
2 minutes: partner discussion
Monitor for students' responses that focus on even and odd number patterns to share in synthesis.
Student Facing
What did you notice? What do you wonder?
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Activity Synthesis
Share and record student responses.
Display:
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“This is a list of all the even and odd numbers from 0 to 20.”
“What patterns do you notice?” (All the even numbers are numbers you say when you skip-count by 2. The digits 0, 2, 4, 6, 8 repeat in the ones place for even numbers. The digits 1, 3, 5, 7, 9 repeat in the ones place in odd numbers.)
“How could you use these patterns to tell if a number of objects is even or odd?” (If the number is an even number you say it when you skip-count by 2.)


aligns: no