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 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_neg_0

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fl_problem_000674_pos_0

5
standard_description: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
problem_activity: Narrative
The purpose of this activity is for students to create rectangles from colored paper. Students make identical rectangles that have one side length that is a whole number and one side length that is a fraction greater than 1. Then, as a group they create one mosaic. It is not necessary for students to use all of the rectangle pieces. It is important that all students in each group measure their rectangles using the same unit, either inches or centimeters.
Action and Expression: Provide Access for Physical Action.
Provide access to pre-cut materials to reduce barriers for students who need support with fine motor skills and students who benefit from extra processing time.
Supports accessibility for: Fine Motor Skills, Organization, Visual-Spatial Processing
Required Materials
Materials to Gather
Colored paper
Glue
Rulers
Scissors
Required Preparation
Each student needs a few sheets of the same colored paper.
Each group of 4 needs a ruler, scissors, glue and one large piece of poster paper.
Launch
Groups of 4
Distribute materials. Make sure each student in the group gets a different color paper.
Activity
10 minutes: independent work time
5 minutes: group work time
Monitor for students who:
write numerical expressions to represent the area of the rectangles.
use a diagram or write on the physical rectangles.
Student Facing
Use the colored paper and scissors to cut identical rectangles. Make sure the measurement of one side of the rectangle is a whole number and the other is a fraction greater than 1.
What is the area of one of your rectangles? Show your reasoning.
Use the rectangles from your group to make a group mosaic by arranging some of the different colored rectangles on a blank piece of paper.
Student Response
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Activity Synthesis
Invite a few students to share and describe their mosaic.
“What are some questions we can ask about the mosaics?” (Which color rectangle did we use the most of? What are some other ways we can arrange the same pieces? What are some other pieces that can make the same pattern? How much would this cost if we actually made this using hard materials?)


aligns: no