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 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_pos_0

K

im_task_000157_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
problem_activity: Activity
In the previous lesson, students analyzed the graph of a linear, non-proportional relationship (number of cups in a stack versus the height of the stack). This task focuses on interpreting the slope of a graph and where it crosses the
\(y\)
-axis in context. Students are given cards describing situations with a given rate of change and cards with graphs. Students match each graph with a situation it could represent, and then use the context to interpret the meaning of the slope. They find where the line crosses the vertical axis, i.e., the
vertical intercept,
and interpret its meaning in each situation. They also decide if the two quantities in each situation are in a proportional relationship.
Make sure that students draw the triangle they use to compute the slope. There are strategic choices that can be made to make the computation easier and more precise. Watch for students who use different triangles for the same slope computation, and ask them to share their reasoning during the whole-group discussion.
In the whole-group discussion at the end of the task, discuss and emphasize the meaning of the terms slope and vertical intercept or
\(y\)
-intercept (in situations where the name of the variable graphed on the vertical axis is
\(y\)
).
You will need the Slopes and Graphs blackline master for this lesson.
Launch
Tell students that they will match a set of cards describing different relationships with a set of cards showing graphs of lines. The axes on the graphs are not labeled (since this could be used as an aid in the matching). Instruct students to add labels to the axes as they make their matches.
Arrange students in groups of 2. Distribute a set of 12 cards to each group. 10 minutes of group work and then whole-class discussion.
Student Facing
Your teacher will give you 6 cards describing different situations and 6 cards with graphs.
Match each situation to a graph.
Pick one proportional relationship and one non-proportional relationship and answer the following questions about them.
How can you find the slope from the graph? Explain or show your reasoning.
Explain what the slope means in the situation.
Find the point where the line crosses the vertical axis. What does that point tell you about the situation?
Student Response
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Activity Synthesis
The slopes of the 6 lines given on the situation card are all different, so the matching part of the task can be accomplished by examining the slopes of the different lines. Invite students who have made strategic choices of slope triangles for calculating the slopes (for example, Graph 6 contains the points
\((0,0)\)
and
\((5,20)\)
, which give a value of
\(\frac{20}{5}\)
for the slope), and ask them to share.
Next, focus the discussion on the interpretation of the point where the line crosses (or touches) the
\(y\)
-axis. For some situations, the contextual meaning of this point is abstract. For example, in Situation B, a square with side length 0 is just a point that has no perimeter and so it “makes sense” that
\((0,0)\)
is on the graph. Some students may argue that a point is not a square at all but if we consider it to be a square then it definitely has 0 perimeter. In other situations, the point where the line touches the
\(y\)
-axis has a very natural meaning. For example, in Situation A, it is the amount Lin’s dad spent on the tablet and 0 months of service: so this is the cost of the tablet.
Define the
vertical intercept
or
\(y\)
-intercept as the point where a line crosses the
\(y\)
-axis. Note that sometimes “
\(y\)
-intercept” refers to the numerical value of the
\(y\)
-coordinate where the line crosses the
\(y\)
-axis. Go over each of the situations and ask students for the meaning of the vertical intercept in the situation (A: cost of the device, B: perimeter of a square with 0 side length, C: amount of money in Diego’s piggy bank before he started adding \$5 each week, D: money Noah saved helping his neighbor, E: amount of money in Elena's piggy bank before she started adding money, F: amount Lin’s mom has paid for internet service before her service begins.
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. Include the following terms and maintain the display for reference throughout the unit: vertical intercept, y-intercept. Invite students to suggest language or diagrams to include on the display that will support their understanding of these terms.
Supports accessibility for: Memory; Language
Representing, Conversing: MLR7 Compare and Connect.
As students share their matches with the class, call students’ attention to the different ways the vertical intercept is represented graphically and within the context of each situation. Take a close look at Graphs 2 and 3 to distinguish what the 40 represents in each corresponding situation. Wherever possible, amplify student words and actions that describe the correspondence between specific features of one mathematical representation and a specific feature of another representation.
Design Principle(s): Maximize meta-awareness; Support sense-making


aligns: no