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 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_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
problem_activity: Problem 1
Mark and label a point for each fraction below on the number line to its right.
a.
{"table": [{"_attributes": {"class": ["table"], "style": "width:100%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "vertical-align:middle"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{1}{3}$$"}]}, {"_attributes": {"style": "vertical-align:middle"}, "img": [{"_attributes": {"alt": "", "src": "https://d37su8u1z9ynie.cloudfront.net/uploads/2019/03/29/math3_u6_l10_tt1.png", "style": "width: 344px; height: 40px;"}}]}]}]}]}]}
b.
{"table": [{"_attributes": {"class": ["table"], "style": "width:100%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "vertical-align:middle"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{5}{6}$$"}]}, {"_attributes": {"style": "vertical-align:middle"}, "img": [{"_attributes": {"alt": "", "src": "https://d37su8u1z9ynie.cloudfront.net/uploads/2019/03/29/math3_u6_l10_tt1.png", "style": "height:40px; width:344px"}}]}]}]}]}]}
c.
{"table": [{"_attributes": {"class": ["table"], "style": "width:100%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "vertical-align:middle"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{3}{8}$$"}]}, {"_attributes": {"style": "vertical-align:middle"}, "img": [{"_attributes": {"alt": "", "src": "https://d37su8u1z9ynie.cloudfront.net/uploads/2019/03/29/math3_u6_l11_at1b.png", "style": "height:40px; width:344px"}}]}]}]}]}]}
Problem 2
Determine the location of each of the following points.
a.
[IMG]
b.
[IMG]
Problem 3
Erin walked 1 mile from her house to the library. Along the way, she passed several places shown on the number line below.
[IMG]
a.   Which place is
$$\frac{4}{8} $$
mile from Erin’s house?
b.   Erin also passed the fire station, which is
$$\frac{1}{8} $$
mile from Erin’s house. Plot the location of the fire station on the number line above.
c.   What is the distance, in miles, between the park and the market?


aligns: no