few_shots: 
Example:
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.

Now, does the problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: im_task_001477_pos_0

K
standard_description: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
problem_activity: Narrative
The purpose of this activity is for students to choose methods flexibly for finding the value of differences. Students might subtract by place, count on, or make an easier problem. There is no right answer to which method should be used for each problem. Students should choose a method that makes sense to them and justify their choice (MP3).
Engagement: Provide Access by Recruiting Interest.
Provide choice. Invite students to decide the order of the problems to complete the task. They can choose to work through in any order.
Supports accessibility for: Social-Emotional Functioning, Organization
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students access to base-ten blocks.
“We’ve learned how to decompose units to subtract by place and different ways to represent that. We’ve also learned other methods for subtracting. We use them when they make sense to us or when they make sense for the numbers in an expression.”
Activity
“Find the value of each expression using a method that makes sense to you. You’ll have a chance to share your work with others.”
6 minutes: independent work time
Monitor for expressions that most students find the same way and expressions that many students find in different ways.
“Find a partner who found the value of _____ the same way as you.”
1–2 minutes: partner discussion
“Now find a partner that found the value of _____ in a different way than you. Share your thinking.”
2–3 minutes: partner discussion
Repeat for additional expressions as desired.
Student Facing
Find the value of each expression in a way that makes sense to you. Show your thinking. Organize it so it can be followed by others.
\(535 - 214\)
\(700 - 589\)
\(683 - 398\)
\(918 - 608\)
\(735 - 457\)
\(602 - 487\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students use the same method for each problem, ask students to think about how they could use Jada’s way to find the value of
\(701 - 599\)
. Consider asking:
“What do you notice about the numbers in this expression that makes it easier to use Jada’s way?”
“What other expressions do you see where you might try Jada’s way?”
Activity Synthesis
Have 3–4 students share a method or representation that someone they talked to shared.
“What methods or representations do you want to try more?”


aligns: yes