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: (+)Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.
problem_activity: Problem 1
Robb’s Fruit Farm consists of 100 acres on which three different types of apples grow. On 25 acres, the farm grows Empire apples. Macintosh apples grow on 30 acres of the farm. The remainder of the farm grows Fuji apples.
Shade in the grid below to represent the portion of the farm each apple type occupies. Use a different color or pattern for each type of apple. What percent of the fruit farm is taken up by each type of apple? Fill in the table below.
[IMG]
{"table": [{"_attributes": {"class": ["table", "table-bordered"], "style": "table-layout: fixed; width: 100%;"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "background-color: rgb(238, 238, 238); text-align: center;"}, "_value": "Type of Apple"}, {"_attributes": {"scope": "col", "style": "background-color: rgb(238, 238, 238); text-align: center;"}, "_value": "Color in Grid"}, {"_attributes": {"scope": "col", "style": "background-color: rgb(238, 238, 238); text-align: center;"}, "_value": "Part:Whole Ratio"}, {"_attributes": {"scope": "col", "style": "background-color: rgb(238, 238, 238); text-align: center;"}, "_value": "Rate per 100 Acres"}, {"_attributes": {"scope": "col", "style": "background-color: rgb(238, 238, 238); text-align: center;"}, "_value": "% of Fruit Farm"}]}]}], "tbody": [{"tr": [{"td": [{}, {}, {}, {}, {}]}, {"td": [{}, {}, {}, {}, {}]}, {"td": [{}, {}, {}, {}, {}]}]}]}]}
Problem 2
Adam’s Fruit Farm also has 100 acres, but he grows more than just apples. Oranges take up 60 acres of his farm.
What percent of Adam’s farm is oranges? What percent is not oranges? Draw a 10x1 tape diagram to model the situation.
Problem 3
Represent the values of the following coins as percentages of $1 on the double number line.
dime
quarter
half-dollar
[IMG]
Problem 4
What percent of a dollar is the value of:
3 quarters?
6 quarters?
9 quarters?
Show your work using a double number line.


aligns: no