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: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Answer: 
No. Though this task involves addition, it does not involve any word problems.

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_neg_0

K

im_task_000157_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
In this activity, students solve contextual problems that involve subtracting numbers with non-zero digits from numbers with one or more zero digits. Students may choose other ways to find the difference (for example, adding up and using a number line to keep track), but are asked to use the standard algorithm at least once.
In the launch, students subtract their age from the current year. This provides an opportunity for students to notice the relationship between this difference and their current age (MP7).
Required Materials
Materials to Gather
Grid paper
Launch
Groups of 2
Give students access to grid paper.
“Write the year that you were born down and subtract that year from the current year.”
“Share with a neighbor what you found out.” (Students will notice that the number that results is their current age or the age they will be on their upcoming birthday.)
“Jada used this method to find the age of some of her relatives.”
Activity
10 minutes: partner work time
Student Facing
Jada recorded the birth year of some of her maternal grandparents for a family history project.
{"table": [{"_attributes": {"align": "center", "border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "family member"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "birth year"}]}]}], "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align:center"}, "_value": "grandmother"}, {"_attributes": {"style": "text-align:center"}, "_value": "1952"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "grandfather"}, {"_attributes": {"style": "text-align:center"}, "_value": "1948"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "great-grandmother"}, {"_attributes": {"style": "text-align:center"}, "_value": "1930"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "great-grandfather"}, {"_attributes": {"style": "text-align:center"}, "_value": "1926"}]}]}]}]}
As of this year, what is the age of each family member? Show your reasoning. Use the standard algorithm at least once.
Student Response
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Activity Synthesis
Ask students to share responses.
“Which years did you find easiest to subtract? Which were more difficult? Why?” (Subtracting a year without decomposing any units was easier than subtracting a year that required decomposing.)
Prompt students to check and compare ages found using the standard algorithm and those found using other ways of reasoning.


aligns: no