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 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_neg_0

K

im_task_000157_pos_0

3

fl_problem_000674_pos_0

5
standard_description: Summarize numerical data sets in relation to their context, such as by:
- Reporting the number of observations.
- Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
- Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
- Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
problem_activity: Activity
The goal of this activity is for students to be reminded of the importance of measures of variability. Students compare data sets and decide which is the better option. Students must explain their reasoning for choosing one of the options and use statistics to justify their answers. This activity helps students gain more practice working with using variability to compare data sets.
Launch
Allow students to work individually or in pairs.
Student Facing
Choose the best option based on the given data. Use a measure of center and measure of variability to justify your answers.
Participants’ ages at camp A
[IMG]
Participants’ ages at camp B
mean: 11.93 years, mean absolute deviation: 1.65 years
Servers’ tip amounts at restaurant A
mean:
$
15, mean absolute deviation:
$
1.5
Servers’ tip amounts at restaurant B
[IMG]
​​​​​​Which camp would you prefer to work for? Explain your reasoning.
Which camp would you prefer to attend? Explain your reasoning.
At which restaurant would you want to be a server? Explain your reasoning.
Student Response
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Activity Synthesis
Discuss how students made their decisions. Here are sample questions to promote class discussion:
“How did the variability influence your choices?" (When there is greater variability, the values are more spread out, so that helped me think about whether I wanted consistent values or a wider range.)
"What are some situations in which less variability might be preferred?" (When you want the results to be consistent and reliable. Examples include the number of points scored by a good player, the miles a car can go on a single gallon of gas, or the price of milk.)
“How would the process of choosing the best situation be different if you were given a box plot?” (With a histogram or box plot, I wouldn’t have known exact numbers, so I would probably have to use a measure like IQR or the median to help make my decision.)


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