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: 
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_neg_0

K

im_task_000157_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
problem_activity: Activity
In this activity, students work to solve linear equations and recognize the solution in graphs. This skill will help students when they examine quadratic equations and their solutions in the associated Algebra 1 lesson.
Student Facing
A person is hiking from the top of a mountain into a valley. The function
\(2,\!000 - 32t\)
represents their elevation in feet above sea level,
\(t\)
minutes after they started their hike.
What does a solution to the equation
\(2000-32t=0\)
mean?
Use technology to create a graph of
\(y=2,\!000-32t\)
. Where do you see the solution to that equation on the graph?
A new electronic device originally costs
$
1,000 but loses
$
175 worth of value every year.
Write a function that represents the worth of the device after
\(s\)
years.
How many years until the device is worth
$
0?
Use technology to graph the function. Where can you see the solution to your equation on the graph?
Student Response
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Activity Synthesis
The purpose of the discussion is to notice the connection between solutions of equations and the graph of both sides of the equation. Select students to share their solutions. Ask students:
“Why are both solutions to these questions related to the horizontal intercept?” (Since both questions asked about when the value is 0, it makes sense to look at the points where
\(y = 0\)
which is along the horizontal axis.)
“How could you find the worth of the electronic device after 4.5 years?” (Substitute 4.5 for
\(s\)
in the equation and solve for the value.)
“How could you find the number of minutes it takes to reach an elevation of 100 feet above sea level?” (Substitute 100 in the equation for
\(y\)
and solve for
\(t\)
.)


aligns: yes