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: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
problem_activity: Activity
In this activity, students continue to develop their understanding of square roots. Students first find the areas of three squares, estimate the side lengths using tracing paper, and then write the exact side lengths. Then they make a table of side-area pairs. They then graph the ordered pairs from the table and use the graph to estimate the values of squares with non-integer side lengths, such as the ones they drew in the previous activity.
Digital
Launch
Arrange students in groups of 2. Provide access to calculators. Remind students about the meaning and use of square root notation. Have students work together on the first problem and check each other’s work. Have them make their graphs independently and then check with their partners that they look the same. Follow with a whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. Check in with students after the first 2-3 minutes of work time. Check to make sure students have attended to all parts of the original figures.
Supports accessibility for: Organization; Attention
Student Facing
Find the area of each square and estimate the side lengths using your geometry toolkit. Then write the exact lengths for the sides of each square.
[IMG]
Complete the tables with the missing side lengths and areas.
|       | side length,                               \(s\) |   |   |   |   |   |   |
|-------|--------------------------------------------------|---|---|---|---|---|---|
| row 1 |    area,                               \(a\)     |   |   |   |   |   |   |
|       | side length,                               \(s\) |   |   |   |   |   |   |
|-------|--------------------------------------------------|---|---|---|---|---|---|
| row 1 |    area,                               \(a\)     |   |   |   |   |   |   |
Plot the points,
\((s, a)\)
, on the coordinate plane shown here.
Use this graph to estimate the side lengths of the squares in the first question. How do your estimates from the graph compare to the estimates you made initially using your geometry toolkit?
Use the graph to approximate
\(\sqrt{45}\)
.
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. Provide access to calculators. Remind students about the meaning and use of square root notation. Have students work together on the first problem and check each other’s work. Have them make their graphs independently and then check with their partners that they look the same. Follow with a whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. Check in with students after the first 2-3 minutes of work time. Check to make sure students have attended to all parts of the original figures.
Supports accessibility for: Organization; Attention
Student Facing
Find the area of each square and estimate the side lengths using your geometry toolkit. Then write the exact lengths for the sides of each square.
[IMG]
Complete the tables with the missing side lengths and areas.
| side length,                               \(s\) |   |   |   |   |   |   |   |
|--------------------------------------------------|---|---|---|---|---|---|---|
|    area,                               \(a\)     |   |   |   |   |   |   |   |
| side length,                               \(s\) |   |   |   |   |   |   |   |
|--------------------------------------------------|---|---|---|---|---|---|---|
|    area,                               \(a\)     |   |   |   |   |   |   |   |
Plot the points,
\((s, a)\)
, on the coordinate plane shown here.
[IMG]
Use this graph to estimate the side lengths of the squares in the first question. How do your estimates from the graph compare to the estimates you made initially using your geometry toolkit?
Use the graph to approximate
\(\sqrt{45}\)
.
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
Invite students to share their graphs from the second problem and display the graph for all to see. Ask: “What relationship does the graph display?” (The relationship between the side length and area of a square.) Select 2–3 students to share their answers to the last problem, including how they used the graph to estimate
\(s\)
for the tilted square they drew earlier.
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. After a student shares their response to the last problem, ask students to restate and/or revoice what they heard using 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 to clarify the original statement.
Design Principle(s): Support sense-making


aligns: yes