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 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_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
problem_activity: Activity
In this activity, students reason about situations involving two different relationships between the same two quantities. Then they invent their own problem of the same type. While students are encouraged by the language of the activity to use a system of equations to solve the problems, they may elect to use a different representation to explain their thinking (MP1, MP3).
As students work through the first three problems, notice the ways students reason about the problems with and without systems of equations. Identify some groups with particularly compelling or clear reasoning to share later.
Launch
Arrange students in groups of 2. Provide tools for creating a visual display.
Once students have completed the first three problems, select previously identified groups to share their solutions. Bring out why these solutions are particularly good (i.e., clarity, efficiency), and discuss the connections between them, particularly the connections between groups that did and did not use systems of equations where possible. Next, have students begin the second part of the activity and write their own problem to trade with another group.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. After students have solved the first 2–3 problems, check-in with either select groups of students or the whole class. Invite students to share the strategies they have used so far, as well as any questions they have, before continuing.
Supports accessibility for: Organization; Attention
Representing, Conversing: MLR8 Discussion Supports.
Use this routine to help students consider audience when preparing a visual display of their work. When students create their displays for the problems they invent, invite them to consider how to display their strategies so that another student can interpret them. For example, students may wish to add notes or details to their equations to help communicate their thinking. When students receive the problem created by another group, provide 2–3 minutes of quiet think time for students to read and interpret the display before they begin their small-group discussion. During whole-group discussion, ask students to share the kinds of details that were most helpful when interpreting another group's display.
Design Principle(s): Cultivate conversation; Maximize meta-awareness
Student Facing
Solve each problem. Explain or show your reasoning.
Two friends live 7 miles apart. One Saturday, the two friends set out on their bikes at 8 am and started riding towards each other. One rides at 0.2 miles per minute, and the other rides at 0.15 miles per minute. At what time will the two friends meet?
Students are selling grapefruits and nuts for a fundraiser. The grapefruits cost
$
1 each and a bag of nuts cost
$
10 each. They sold 100 items and made
$
307. How many grapefruits did they sell?
Jada earns
$
7 per hour mowing her neighbors’ lawns. Andre gets paid
$
5 per hour for the first hour of babysitting and
$
8 per hour for any additional hours he babysits. What is the number of hours they both can work so that they get paid the same amount?
Pause here so your teacher can review your work. Then, invent another problem that is like one of these, but with different numbers. Solve your problem.
Create a visual display that includes:
The new problem you wrote, without the solution.
Enough work space for someone to show a solution.
Trade your display with another group, and solve each other's new problem. Make sure that you explain your solution carefully. Be prepared to share this solution with the class.
When the group that got the problem you invented shares their solution, check that their answer is correct.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
On a different Saturday, two friends set out on bikes at 8:00 am and met up at 8:30 am. (The same two friends who live 7 miles apart.) If one was riding at 10 miles per hour, how fast was the other riding?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
If students struggle to write a system of equations, ask them to identify any unknown quantities in the problem and assign variables to them. Then ask them if there are ways to describe the relationships between the variables. If students still struggle to think about the relationships, ask them about some possible values for each of the variables including some that make sense (such as 20 grapefruits) and some that do not (such as 1,000 grapefruits). Have students explain why some values are not possible to help them understand the relationships between variables.
Activity Synthesis
Most of the discussions happen within and between groups, but the last question requires a whole-class discussion. Have each group share the peer-generated question they were assigned and the solution. Though the group that wrote the question will be responsible for confirming the answer, encourage all to listen to the reasoning each group used.
Alternatively, after groups have checked the work of the group that solved their problem, have students complete a gallery walk to see all the created problem. Ask students to look for situations similar to theirs and to identify the most common solution methods used. After the gallery, select a few groups to share a problem and how they solved it.


aligns: no