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 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_neg_0

K

im_task_000157_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
problem_activity: Problem 1
The data table below shows the weight of a typical male greyhound, a breed of dog, during the first 28 months of his life. Graph the corresponding points, then connect the points in the order they are given to form a line graph.
{"table": [{"_attributes": {"align": "center", "class": ["table", "table-bordered"], "style": "table-layout:fixed; width:30%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"_value": "Age (in months)"}]}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"_value": "Weight (in pounds)"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "0"}, {"_attributes": {"style": "text-align:center"}, "_value": "4"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "4"}, {"_attributes": {"style": "text-align:center"}, "_value": "30"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "8"}, {"_attributes": {"style": "text-align:center"}, "_value": "55"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "12"}, {"_attributes": {"style": "text-align:center"}, "_value": "66"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "16"}, {"_attributes": {"style": "text-align:center"}, "_value": "69"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "20"}, {"_attributes": {"style": "text-align:center"}, "_value": "72"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "24"}, {"_attributes": {"style": "text-align:center"}, "_value": "72"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "28"}, {"_attributes": {"style": "text-align:center"}, "_value": "72"}]}]}]}]}
What do you notice? What do you wonder?
Problem 2
Using the information about a typical male greyhound’s weight from Anchor Task #1, answer the following questions.
How much does a typical male greyhound weigh when he is born?
What does the coordinate pair (12, 66) mean in the context of this graph?
How much weight does the typical male greyhound gain in the first 4 months of his life? How do you know? What about between 4 months and 8 months? How do you know?
How long does it take the typical male greyhound to grow from 55 to 72 pounds?
Challenge: When does the typical male greyhound gain weight the fastest? How do you know? What about the slowest?
Problem 3
Using the information about the typical male greyhound’s weight from Anchor Task #1, answer the following questions.
How heavy do you think a typical male greyhound gets? How do you know from the graph?
At what age do male greyhounds reach their full weight? Why?
How heavy do you think a typical female greyhound gets? Why?


aligns: yes