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: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
problem_activity: Optional activity
This activity provides an opportunity for additional practice in solving equivalent ratio problems. Monitor for students solving the problems in different ways.
Launch
Give students 4 minutes of quiet work time and then have them discuss their solutions with a partner.
Representation: Internalize Comprehension.
Activate or supply background knowledge about equivalent ratios describing situations that happen at the same rate which can be displayed on double number lines. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Writing: MLR5 Co-Craft Questions.
Before asking students to solve the given question, display only Lin's, Diego's and Elena's reading rates. Invite students think of possible mathematical questions about this situation. Keep in mind students do not need to answer their created questions. Students share and revise their questions with a partner and then with the whole class. Record questions shared with the class in a public space. This helps students connect mathematical language to get into the context of the problem as they reason about the three different quantities (i.e., number of pages read, number of pages in the book, and number of days reading).
Design Principle(s): Maximize meta-awareness​
Student Facing
Lin read the first 54 pages from a 270-page book in the last 3 days.
Diego read the first 100 pages from a 325-page book in the last 4 days.
Elena read the first 160 pages from a 480-page book in the last 5 days.
If they continue to read every day at these rates, who will finish first, second, and third? Explain or show your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
The ratio of cats to dogs in a room is
\(2:3\)
. Five more cats enter the room, and then the ratio of cats to dogs is
\(9:11\)
. How many cats and dogs were in the room to begin with?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Select students to present their solutions. Sequence solutions with diagrams first and then tables. Make sure students see connections between the different representations and ways of solving the problems.


aligns: yes