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: Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
problem_activity: Warm-up
This is the first math talk activity in the course. See the launch for extended instructions for facilitating this activity successfully.
The purpose of this Math Talk is to expand students’ strategies for finding a mean beyond following an algorithm to reasoning that the mean of the values in a symmetric data set is the middle value. The third item is designed to illustrate that this technique only works for symmetric data sets. These understandings help students develop fluency and will be helpful later in this lesson when students will need to use symmetry to match a mean to the distribution.
This Math Talk provides an opportunity for students to notice and make use of the symmetric structure (MP7) of the values to determine the mean. While participating in these activities, students need to be precise in their word choice and use of language (MP6).
Monitor for students who:
use the standard algorithm for finding mean (sum and divide)
use the symmetry of the data set
Launch
This is the first time students do the
math talk
instructional routine, so it is important to explain how it works before starting.
Explain the math talk routine: one problem is displayed at a time. For each problem, students are given a few minutes to quietly think and give a signal when they have an answer and a strategy. The teacher selects students to share different strategies for each problem, and might ask questions like “Who thought about it a different way?” The teacher records students' explanations for all to see. Students might be asked to provide more details about why they decided to approach a problem a certain way. It may not be possible to share every possible strategy for the given limited time; the teacher may only gather two or three distinctive strategies per problem.
Consider establishing a small, discreet hand signal that students can display to indicate that they have an answer they can support with reasoning. This signal could be a thumbs-up, a certain number of fingers that tells the number of responses they have, or another subtle signal. This is a quick way to see if the students have had enough time to think about the problem. It also keeps students from being distracted or rushed by hands being raised around the class.
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
Evaluate the mean of each data set mentally.
27, 30, 33
61, 71, 81, 91, 101
0, 100, 100, 100, 100
0, 5, 6, 7, 12
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
If students struggle to use symmetry as a method for finding the mean, consider asking them to find the mean for the values: 1, 2, 3, 4, 5.
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 ___’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 __’s strategy?”
“Do you agree or disagree? Why?”
Although all correct methods for solving for the mean are valid, highlight the use of symmetry in the data. In previous lessons, students learned that symmetric distributions have a mean in the center of the data. When symmetry is present, it can be used to quickly discover the mean.
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: no