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: 
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 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_pos_0

K

im_task_000157_pos_0

3

fl_problem_000674_pos_0

5
standard_description: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
problem_activity: Warm-up
This Math Talk encourages students to think about the fact that subtracting a number is equivalent to adding the opposite of that number (that is,
\(100-5=100+\text-5\)
) and to rely on the structure of the expressions on each side of the equal sign to mentally solve problems. The understandings elicited here will be helpful later in the lesson when students reason that
\((x-1)(x-4)\)
is equivalent to
\((x+\text-1)(x+\text-4)\)
, which in turn helps them expand the expression using diagrams and the distributive property.
Some students may reason about the value of
\(n\)
by reasoning. For example, to find
\(n\)
in
\(40-8=40+n\)
, they see that the left side of the equation is 32 and reason that the number being added to 40 must be negative, and that it must be -8. Others may carry out the steps for solving equations, for example, by subtracting 40 from both sides, or by adding 8 to both sides and then subtracting 48 from both sides.
Any of these strategies are fine. The key point is to recognize that the number being added on one side is the opposite of the value being subtracted from the other side. If after a couple of questions students show an understanding of this, and if time is limited, it is not essential for students to complete all questions.
As students solve these equations mentally, they practice looking for and making use of structure (MP7).
Launch
Display one problem at a time. Give students quiet think time for each problem and ask them to give a signal when they have an answer and a strategy. Keep all problems displayed throughout the talk. Follow with a whole-class discussion.
Representation: Internalize Comprehension.
To support working memory, provide students with sticky notes or mini whiteboards.
Supports accessibility for: Memory; Organization
Student Facing
Solve each equation mentally.
\(40-8=40+n\)
\(25+\text-100=25-n\)
\(3-\frac12=3+n\)
\(72-n=72+6\)
Student Response
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Activity Synthesis
Ask students to share their strategies for each problem. Record and display their responses for all to see. To involve more students in the conversation, consider asking:
“Who can restate
\(\underline{\hspace{.5in}}\)
’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone solve the problem in a different way?”
“Does anyone want to add on to
\(\underline{\hspace{.5in}}\)
’s strategy?”
“Do you agree or disagree? Why?”
If not already made clear in students’ explanations, highlight that subtracting a number is gives the same outcome as adding the opposite of that number.
Tell students that remembering that subtraction can be thought of in terms of addition can help us rewrite quadratic expressions such as
\((x-5)(x+2)\)
or
\((x-9)(x-3)\)
, where one or both factors are differences.
Speaking: MLR8 Discussion Supports.
Display sentence frames to support students when they explain their strategy. For example, “First, I _____ because . . . .” or “I noticed _____ so I . . . .” Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Design Principle(s): Optimize output (for explanation)


aligns: yes