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: 
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_pos_0

K

im_task_000157_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (include groups with up to ten objects).
problem_activity: Narrative
The purpose of this optional activity is for students to practice the verbal count sequence to 10. This activity is optional because it is an opportunity for extra practice that not all students may need. Based on formative assessment data and observation from previous sections and during the first activity, this activity will be helpful for students who are not yet saying the count sequence to 10. English learners in particular will benefit from this additional opportunity to practice the verbal count sequence.
This activity can be used with a small-group or the whole class. Students who do not need this optional activity may benefit from additional time working in centers. Some students may benefit from working on the concepts in this optional activity more than one time. Consider incorporating counting and counting songs throughout the day and during transitions.
Launch
Groups of 2
“I’m going to count to 10.”
Count to 10.
Activity
“Let’s count to 10 all together.”
Count to 10 all together.
“Let’s count to 10 and clap our hands when we say each number.”
Count to 10 and clap all together.
“Let’s count to 10 and touch the table when we say each number.”
Count to 10 and touch the table all together.
“Let’s count to 10 and put up 1 finger when we say each number.”
Count to 10 and put up each finger all together.
Student Response
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Advancing Student Thinking
If students “sing” the count sequence without separating each number word, prompt them to count slowly and match a gesture or movement with each number.
Activity Synthesis
“Take turns counting to 10 with your partner. You can clap your hands or touch the table when you say each number. You can also think of your own movement for each number.”
1 minute: partner discussion


aligns: no