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: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
problem_activity: Activity
In this partner activity, students take turns using the structure of equations to match them to either a graph or a description of a graph, building their fluency identifying the horizontal intercepts of a graph of a polynomial from the equation of the polynomial written in factored form. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3). All the polynomials in the activity are 3rd degree with similar factors, so students must pay close attention to signs as they match cards. The focus of this task is for students to use the structure of the equations to reason about the matches (MP7), so graphing technology should not be employed at this time.
Launch
Arrange students in groups of 2. Give each group a set of cut-up slips. Ask students to take turns: the first partner identifies a match and explains why they think it is a match, while the other listens and works to understand. When both partners agree on the match, they switch roles.
Conversing: MLR8 Discussion Supports.
In their groups of 2, students should take turns explaining their reasoning for how they matched the equation to the graph or the description of the graph. Display the following sentence frames for all to see: “The equation _____ matches _____ because . . . .”, and “I noticed _____ , so I matched . . . .” Encourage students to challenge each other when they disagree. When monitoring the discussions, point out key words and phrases, such as “factored form,” “zeros,” or “horizontal intercepts.” This will help students explain how the factored form of a polynomial equation connects to the horizontal intercepts of the graph.
Design Principle(s): Support sense-making; Maximize meta-awareness
Representation: Internalize Comprehension.
Activate or supply background knowledge. Ask students to brainstorm important features of a graph (making clear that this list is not exhaustive). Display the list for class reference. Provide students with highlighters or colored pencils and encourage them to mark defining features of their graphs and their equations (horizontal intercepts, relative minimums and maximums, and so on).
Supports accessibility for: Visual-spatial processing
Student Facing
Your teacher will give you a set of cards. Match each equation to either a graph or a description.
Take turns with your partner to match an equation with a graph or a description of a graph.
For each match that you find, explain to your partner how you know it’s a match.
For each match that your partner finds, listen carefully to their explanation. If you disagree, discuss your thinking and work to reach an agreement.
Student Response
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Anticipated Misconceptions
Students may match the graphs incorrectly if they do not check enough points. For example, cards 7 and 8 both have intercepts at -5 and 4. Encourage students to double-check their matches by making sure that the properties they’ve found eliminate all possible matches but one. If more than one match is possible, they should look for other important properties.
Activity Synthesis
Once all groups have completed the matching, discuss the following:
“Which matches were tricky? Explain why.”
“Did you need to make adjustments in your matches? What might have caused an error? What adjustments were made?”


aligns: no