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: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
problem_activity: Activity
This activity is an opportunity to apply insights from the previous activity in a different context. In this activity, students convert between pounds and kilograms. The conversion factor is not given as a unit rate. As a result of the work in the previous activity, some students may compute and use unit rates, and some may still reason using various representations of equivalent ratios. The numbers are also purposely chosen such that the unit rate
\(\frac{10}{22}\)
does not have a convenient decimal equivalent, suggesting that fractions are sometimes much more convenient to work with than decimals. Students should have learned efficient methods for multiplying fractions in grade 5 (5.NF.B.4a), but may need support. Additionally, while all measurements within this activity are accurate with rounding to the nearest integer, you may choose to point out before or after the task that
\(\frac{10}{22}\)
is a common approximation of the conversion factor from pounds to kilograms and not the true conversion factor.
As students work, identify those who computed and used the unit rates
\(\frac{10}{22}\)
and
\(\frac{22}{10}\)
. Highlight these strategies in the discussion, while continuing to refer to other representations to make sense of them as needed.
Launch
Ask students to recall which is heavier: 1 pound or 1 kilogram? (1 kilogram is heavier.) Tell them that in this activity, they will be given weights in pounds and asked to express it in kilograms, and also the other way around. The pairs of measurements in pounds and kilograms for a set of objects are all equivalent ratios. Encourage students to consider how finding unit rates—how many kilograms in 1 pound and how many pounds in 1 kilogram—can make their work more efficient.
Give students quiet think time to complete the activity, and then time to share their explanation with a partner. Follow with whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organization and problem solving. For example, ask students to first draw a table or double number line to organize their thinking and then find a ratio for converting pounds to kilograms. Next, ask students to convert the weight of each dog separately. After that, ask students to complete the last question.
Supports accessibility for: Organization; Attention
Student Facing
A veterinarian uses weights in kilograms to figure out what dosages of medicines to prescribe for animals. For every 10 kilograms, there are 22 pounds.
Calculate each animal’s weight in kilograms. Explain or show your reasoning. If you get stuck, consider drawing a double number line or table.
Fido the Labrador weighs 88 pounds.
Spot the Beagle weighs 33 pounds.
Bella the Chihuahua weighs
\(5\frac12\)
pounds.
A certain medication says it can only be given to animals over 25 kilograms. How much is this in pounds?
Student Response
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Anticipated Misconceptions
Students working with the unit rate
\(\frac{10}{22}\)
may want to convert it to a decimal and get bogged down. Encourage them to work with the fraction, reviewing strategies for multiplying by a fraction as necessary.
Activity Synthesis
Invite one or more students to share who used the unit rates
\(\frac{10}{22}\)
and
\(\frac{22}{10}\)
as part of their work. Display a table of equivalent ratios as needed to help students make sense of this approach, including attending to the meaning of these numbers and the rationale for any operations used.
Listening, Speaking: MLR2 Collect and Display.
As students share their explanations for the first and second questions with a partner followed with whole class discussion, listen for and scribe the words and phrases that students used when converting between pounds and kilograms. Some students may convert to decimals and find this method more challenging, while others may show reasoning using the unit rates
\(\frac{10}{22}\)
and
\(\frac{22}{10}\)
. Highlight key vocabulary that students use in the discussion, while continuing to refer to other representations to make sense of them as needed. This will help students increase sense-making while simultaneously support meta-awareness of language.
Design Principle(s): Support sense-making; Maximize meta-awareness


aligns: no