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: 
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: 
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_neg_0

K

im_task_000157_pos_0

3

fl_problem_000674_pos_0

5
standard_description: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
In the second round of analysis and design, students use their knowledge of operations and expressions to complete a Which One Doesn’t Belong set with two missing items. Students first study the attributes of the given items. They articulate why the items all belong to a set and why each one has a reason not to belong. Next, they propose a new item that shares a feature with others in the set but also has a unique feature that excludes it from the set.
Launch
Groups of 2
5 minutes: independent work time
Activity
“Work with your partner to make sure each new item added to the set has a reason to belong and not to belong.”
5 minutes: partner work time
Student Facing
Here is an incomplete Which One Doesn’t Belong set. It has two missing items.
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Find at least one reason that the first two items, A and B, belong in the set.
Add two items to complete the set. Make sure there is at least one reason that each new item belongs and at least one reason it doesn’t belong.
C and D both belong because . . .
C doesn't belong because . . .
D doesn't belong because . . .
After you’ve completed the set, check items A and B. Does each one still have a reason not to belong? If not, adjust your new items so that A and B are each still unique in some way.
Student Response
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Activity Synthesis
Invite students to share their analyses and new items.
“Why do both A and B belong to the set?”
“What were some features of the expressions that you looked at or experimented with to complete your set?” (The kind of numbers used, how many numbers are used, the order of the numbers, the symbols, the value of the expression.)
If no students considered the value of the expression, ask them about it.
“After adding C and D, did A and B still have a reason not to belong in your set? Did you have to revise your items?”


aligns: yes