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: 
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 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_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students to use their knowledge of the number sequence to find the number that matches clues with one more and one less. Numbers 1–20 are displayed around the room. The numbers may be displayed in order, or the sequence of numbers can be mixed up for more of a challenge. The cards with number clues are included as a blackline master; one example is included in the student-facing task statement. Consider developing a signal, such as ringing a bell, so that students know when to move around the classroom. In the activity synthesis, students consider why there can be different clues that match a given number.
Engagement: Internalize Self-Regulation.
Provide students an opportunity to self-assess and reflect on the number clue and if that number clue matches the number they will stand by. For example, students can choral count together to check that the number 9 is 1 less than 10.
Supports accessibility for: Memory, Conceptual Processing
Required Materials
Materials to Copy
Number Clues
Required Preparation
Each group of 2 needs one card from the blackline master.
Display large numbers 1 to 20 around the room. The numbers may be displayed in order, or the sequence of numbers can be mixed up for more of a challenge.
Launch
Groups of 2
Display number cards 0–20 around the room, in order or mixed up.
Give each group of students a card.
“On your card there are some clues. Each clue says ‘1 more than _____’ or ‘1 less than _____.’”
“Look at your first clue. Decide with your partner which number matches the clue. Then look around the room and find that number. When I give the signal, walk over to that number.”
Activity
2 minutes: partner work time
“Discuss with the other people at your number. Did you have the same clue? Are you all at the correct number? How do you know?”
2 minutes: small-group work time
Repeat the steps with the rest of the clues.
During the final round, monitor for a group that notices there are 2 different clues that match the number and discuss why they both match.
Student Response
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Activity Synthesis
Invite previously identified students to share what they noticed during the last round of number clues.
“‘1 more than 15’ and ‘1 less than 17’ are both clues to 16.”
“What are two different clues that could match the number 12?”


aligns: no