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 that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
problem_activity: Activity
The purpose of this activity is to give students an opportunity to practice checking whether a particular value is a solution to an equation, and to recall properties of operations and equality that preserve the solution set of an equation.
This will be useful when students consider when and why equations have the same solution in the associated Algebra 1 lesson.
Monitor for students who:
check the value of
\(x\)
in only one expression and reason about the second expression
identify properties by name such as commutative, distributive, and associative
identify properties informally such as “changing the order doesn’t matter” or “you can add first and then multiply or multiply first and then add” or “you can multiply three or more terms in any order” or “you can add the same thing to each side”
manipulate the expressions
graph one or both expressions
Making graphing technology available gives students an opportunity to choose appropriate tools strategically.
Student Facing
For each pair of equations, decide whether the given value of
\(x\)
is a solution to one or both equations:
Is
\(x = 2\)
a solution to:
\(x(2 + 3) = 10\)
\(2x + 3x = 10\)
Is
\(x = 3\)
a solution to:
\(x - 4 = 1\)
\(4 - x = 1\)
Is
\(x = \text{-}2\)
a solution to:
\(7x = \text{-}14\)
\(x \boldcdot 14 = \text{-}28\)
Is
\(x = \text{-}1\)
a solution to:
\(x + 3 = 2\)
\(3 + x = 2\)
Is
\(x = \text{-5}\)
a solution to:
\(3 - x = 8\)
\(5 - x = 10\)
Is
\(x = (8 + 1)+3\)
a solution to:
\(\frac{12}{2} = \frac12(x)\)
\(18 = 2x\)
Is
\(x = 2\)
a solution to:
\(\frac{12}{x} = 6\)
\(6x = 12\)
Is
\(x = \frac{10}{3}\)
a solution to:
\(\text{-}1 + 3x = 9\)
\(9 = 3x - 1\)
Is
\(x = \frac12\)
a solution to:
\(5(x + 1) = \frac{15}{2}\)
\(5x + 1 = \frac{15}{2}\)
Student Response
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Activity Synthesis
Ask students to talk to their neighbor about some things they can look for, to see if two equations are likely to have the same solution or different solutions. If needed, draw students’ attention to which equations had the same solution and which had different solutions, perhaps by displaying them for all to see, grouped by whether the equations were equivalent or not.
Call on students to share their thinking and make an informal list displayed for all to see. It’s fine if students do not name all possible properties, or only describe them informally. They will have more opportunities to encounter them formally in their Algebra 1 course.
Remind students that
equivalent
equations have the same solution set. Use the language of
equivalent
interchangeably with “have the same solution,” and monitor for students to pick up on this vocabulary.


aligns: no