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 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

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im_task_000157_pos_0

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fl_problem_000674_pos_0

5
standard_description: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
problem_activity: Narrative
The purpose of this activity is for students to discuss different ways to solve a three-addend story problem in which none of the addends can be combined to make 10 without being decomposed. Students solve the problem in a way that makes sense to them. Some students may build each number separately on the 10-frames and see both are filled. Some students may manipulate the numbers and think
\(8 + 7 + 5 = 8 + 2 + 5 + 5\)
. Different methods for solving are highlighted in the synthesis. It is important that the teacher represents student thinking, so that these methods are visible to all.
When students make sense of the story problems and connect the quantities in the story to an equation, they reason abstractly and quantitatively (MP2).
MLR6 Three Reads.
Keep books or devices closed. To launch this activity, display only the problem stem, without revealing the question. “We are going to read this story problem 3 times.” After the 1st Read: “Tell your partner what happened in the story.” After the 2nd Read: “What are all the things we can count in this story?” Reveal the question. After the 3rd Read: “What are different ways we can solve this problem?”
Advances: Reading, Representing
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Double 10-frames
Launch
Groups of 2
Give students access to double 10-frames and connecting cubes or two-color counters.
Activity
Read the task statement.
4 minutes: independent work time
2 minutes: partner discussion
Monitor for students who:
place 8, 7, and 5 counters on the 10-frames and see that they are both full
count on
represent the problem as
\(8 + 2 + 5 + 5\)
use a known sum like
\(8 + 8\)
and then add 4 more.
Student Facing
Jada went to the zoo with her family.
They went to the reptile exhibit and saw 8 snakes, 7 iguanas, and 5 frogs.
[IMG]
How many reptiles did Jada's family see?
Show your thinking using drawings, numbers, or words.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Invite previously identified students to share.
“What did they do to find the sum?”
Record each method with an equation.


aligns: no