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: Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
problem_activity: Activity
The purpose of this activity is to give students an opportunity to solve a relatively complicated application problem that requires an understanding of aspect ratio, the Pythagorean Theorem, and realizing that a good way to compare the sizes of two screens is to compare their areas. The previous activities in this lesson are meant to prepare students to understand the situation and suggest some strategies for tackling the problem.
Monitor for students using different approaches and strategies. Students may benefit from more time to think about this problem than is available during a typical class meeting.
Launch
Provide access to calculators that can take the square root of a number. The task statement is wordy, so consider using the Three Reads protocol to ensure students understand what the problem is saying and what it is asking.
We chose not to provide diagrams drawn to scale in the student materials, since it makes it somewhat obvious that the new phone design has a smaller screen area. However if desired, here is an image to show or provide to students:
[IMG]
Reading, Listening, Conversing: MLR6 Three Reads.
Use this routine to support reading comprehension of this word problem. Use the first read to orient students to the situation. Ask students to describe what the situation is about without using numbers (customers think that newly released smartphones have smaller screens). Use the second read to identify quantities and relationships. Ask students what can be counted or measured without focusing on the values (aspect ratios for phones manufactured before and after 2017). After the third read, invite students to brainstorm possible strategies they can use determine whether or not the new phones have a smaller screen, and by how much.
Design Principle(s): Support sense-making
Student Facing
Before 2017, a smart phone manufacturer’s phones had a diagonal length of 5.8 inches and an aspect ratio of
\(16:9\)
. In 2017, they released a new phone that also had a 5.8-inch diagonal length, but an aspect ratio of
\(18.5:9\)
. Some customers complained that the new phones had a smaller screen. Were they correct? If so, how much smaller was the new screen compared to the old screen?
Student Response
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Activity Synthesis
Invite students to share their ideas and progress with the class. If appropriate, students may benefit from an opportunity to clearly present their solution in writing.


aligns: no