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: 
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: 
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Answer: 
No. Completing this task does not involve representing fractions on a number line diagram.

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_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
problem_activity: Narrative
In a previous lesson, students described an angle to a peer so that they might draw the angle accurately without seeing it. Students learned what an angle is and have reasoned about how to describe the size of an angle.
In this activity, students use the features of an analog clock (minute hand, hour hand, and position of numbers) to explain how to draw a given angle. In doing so, they use language related to turning one or both hands on the clock. In future activities, students will relate this idea to turning a ray around a fixed point.
The hands on an actual clock are designed so that moving the minute moves the hour hand. The examples here disregard this constraint. For the purposes of this activity, it is assumed that both hands can be moved freely, or that one hand can be held in place while the other moved freely.
Required Materials
Materials to Gather
Rulers or straightedges
Launch
Groups of 2
Give students access to rulers or straightedges.
Activity
“In an earlier lesson, we played a game where you described an angle to your partner to help them draw it without seeing it.”
“Read Andre’s explanation for how to draw an angle. Try to draw his angle, and then think of another way to describe how to draw the same angle.”
3 minutes: independent work time on the first two problems
“Share your drawing and description with your partner.”
“Discuss how you would explain how to draw the other angles.”
3–5 minutes: partner discussion and work time
Monitor for students who clearly describe turning a hand around the clock and who connect the hands to the rays of the angles.
Student Facing
Andre used the hands of a clock to explain how to draw an angle to his partner.
“Imagine both hands are pointing at the 12. Turn the minute hand so it's pointing at the 3.”
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Draw Andre’s angle.
What is another way to describe how to draw the same angle using the clock?
Use Andre’s way to explain how to draw these angles:
[IMG]
[IMG]
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Student Response
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Activity Synthesis
“Let’s listen to some different directions for how to draw these angles. As you listen, try to sketch the angle and guess which one they are describing how to draw.”
Invite 2–3 students to share the directions they wrote for drawing one of the angles. Choose students to share in a different order than the angles are presented in the task.
For each, consider asking:
“Which angle did they describe (a, b, or c) and how do you know?”
“What words help you picture how to draw the angle?” (turn right, turn left, point at 4)
“We can describe the size of an angle by explaining how much one ray has turned from the other.”


aligns: no