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: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
- An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
- An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
problem_activity: Narrative
In this activity, students create their own figures that have certain symmetry-based attributes. Students are given a pair of parallel segments on a grid. They then add more segments to create figures with one, two, and zero lines of symmetry.
To create their own figures, students rely on their understanding of symmetry and parallel lines. They consider where possible lines of symmetry could be, how many segments to add, and where to place them. They may also experiment, rely on familiar shapes and their lines of symmetry, or imagine a line of symmetry and what it would tell them about the figure. As they do so, they look for and make use of structure (MP7).
Action and Expression: Develop Expression and Communication.
Offer grid paper and copies of the pair of parallel line segments from the task. Invite students to use this paper to create multiple drafts, examining and refining their own thinking as they work.
Supports accessibility for: Conceptual Processing, Visual Spatial Processing, Organization
Required Materials
Materials to Gather
Straightedges
Launch
Groups of 2–4
Provide access to straightedges
Activity
2–3 minutes: independent work on the first question
2 minutes: group discussion
“Share your drawing for the first question. If needed, revise your thinking and drawing.”
5 minutes: independent work time on the remaining questions
3–5 minutes: group discussion
“Be sure to discuss how you know that your drawings have the specified number of lines of symmetry.”
Listen for attention to precision in students’ justifications. For instance, they may say the figure has line symmetry because:
the angles are the same
the sides have the same length and create the same angles when folded on top of each other
they measured all the parts and found them to be the same
they traced the figure and placed the copy on top of the original
Student Facing
Here is a pair of parallel segments that have the same length.
[IMG]
Add one or more segments to create a figure with only 1 line of symmetry.
Here are two more pairs of parallel segments. Add more segments to make:
a figure with 2 lines of symmetry
[IMG]
a figure with no lines of symmetry
[IMG]
If you have time: Here are some other pairs of parallel lines. Add more segments to create a figure with 1 line of symmetry.
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students create figures with more or fewer lines of symmetry than planned, consider asking:
“How many lines of symmetry did you want your figure to have? How many lines of symmetry does it have?”
“How could you change your figure so it has fewer (or more) lines of symmetry?”
Activity Synthesis
Invite students to share their drawings and how they determined how and where to add segments.
“Which parts of the figure did you pay attention to when drawing? How did you make sure your drawing has line symmetry?“ (The segment lengths, angles, and distances from the line of symmetry all have to be the same on both sides of a line of symmetry.)
“What was tricky about creating figures with line symmetry in this task?” (Sample response: It was hard to figure out what to draw to get the exact number of lines of symmetry.)


aligns: no