few_shots: 
Example 1:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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 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

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im_task_000157_pos_0

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5
standard_description: Classify two-dimensional figures in a hierarchy based on properties.
problem_activity: Narrative
The purpose of this activity is for students to use language to describe and distinguish quadrilaterals (MP6). The activity has the same structure as the activity where students tried to identify which rectangle on the coordinate grid their partner was thinking of. Students rely on what they remember about categories of quadrilaterals, such as rectangles and rhombuses. They can also use informal language such as tilted, arrow, or red pattern block. The goal of the synthesis is to share and gather language which was helpful for distinguishing the quadrilaterals.
This activity uses
MLR2 Collect and Display
. Advances: Conversing, Reading, Writing.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Provide a graphic organizer that lists characteristics of different quadrilaterals for students to use as a reference as they ask questions about the shape.
Supports accessibility for: Memory, Attention, Conceptual Processing
Required Materials
Materials to Gather
Dry erase markers
Sheet protectors
Materials to Copy
Guess Which One
Required Preparation
Consider giving each student a sheet protector and a dry-erase marker so that students can easily reuse the blackline master for multiple rounds of the game.
Launch
Groups of 2
Distribute the blackline master with the sheet protectors and dry-erase marker to each group or instruct students to use the image of quadrilaterals in their workbook.
Activity
8 minutes: partner work time
MLR2 Collect and Display
Circulate, listen for and collect the language students use to describe the quadrilaterals as they sort. Listen for:
language and gestures used to describe angles, such as: wide, open, skinny, square, big, small, obtuse, acute, right
language and gestures used to describe sides, such as: straight, cross, intersect, parallel, perpendicular
language used to describe shapes, such as: square, tilted, flat, trapezoid, rhombus, diamond, arrow, parallelogram
Record students’ words and phrases on a visual display and update it throughout the lesson.
Student Facing
Play a round of Guess Which One.
Partner A: Select one of the quadrilaterals. Do not reveal your choice to your partner.
Partner B: Ask “yes” or “no” questions to guess which shape your partner picked. After each question, cross out or remove quadrilaterals based on your partner’s answer.
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Use the space to record your questions for this round.
Han and Mai were playing Guess Which One. These are the last two shapes. What question can Mai ask to determine which shape is the one that Han picked?
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If there is time: Switch roles and play Guess Which One again.
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 do not ask specific questions during this task,
collect a set of questions during a practice round and ask, “Which questions could you ask to find out which shape your partner chose?”
Activity Synthesis
“Are there any other words or phrases that are important to include on our display?”
As students share responses, update the display, by adding (or replacing) language, diagrams, or annotations.
Remind students to borrow language from the display as needed.
Invite previously selected students to share.
Display rhombus card that is not a square.
“What are some names we can use to describe this shape?” (quadrilateral, diamond, parallelogram, rhombus)


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