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: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
problem_activity: Activity
Students interpret inequalities that represent constraints or conditions in a real-world problem. They find solutions to an inequality and reason about the context’s limitations on solutions (MP2).
Launch
Allow students 10 minutes quiet work time to complete all questions followed by whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Provide students with access to blank number lines. Encourage students to attempt more than one strategy for at least one of the problems.
Supports accessibility for: Visual-spatial processing; Organization
Student Facing
Noah scored
\(n\)
points in a basketball game.
What does
\(15 < n\)
mean in the context of the basketball game?
What does
\(n < 25\)
mean in the context of the basketball game?
Draw two number lines to represent the solutions to the two inequalities.
Name a possible value for
\(n\)
that is a solution to both inequalities.
Name a possible value for
\(n\)
that is a solution to
\(15 < n\)
, but not a solution to
\(n < 25\)
.
Can -8 be a solution to
\(n\)
in this context? Explain your reasoning.
Student Response
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Anticipated Misconceptions
Students might have trouble interpreting
\(15 < n\)
because of the placement of the variable on the right side of the inequality. Encourage students to reason about the possible values of
\(n\)
that would make this inequality true.
Activity Synthesis
Invite selected students to justify their answers. Extend the discussion of the basketball game to consider how scoring works and whether any number could represent the points scored by a player. For example, could a player have scored 1 point?
\(2\frac12\)
points? 0 points? -3 points? Is it reasonable for a player to score 200 points in a game?
Reading, Speaking, Representing: MLR3 Clarify, Critique, Correct.
To support students in their ability to read inequalities and their number line representations as well as to critique the reasoning of others, present an incorrect response to the prompt “Draw two number lines that represent the two inequalities.” For example, use the first number line representing
\(15 < n\)
to contain an error by shading the line and arrow to the left instead of the right. Then correctly display the second number line. Tell students the response is not drawn correctly even though the numbers and open circles are correct. Ask students to identify the error, explain how they know that the response is incorrect, and revise the incorrect number line. This helps prompt student reflection with an incorrect written mathematical statement, and for students to improve upon the written work by correcting errors and clarifying meaning.
Design Principle(s): Optimize output (for explanation)


aligns: no