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

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im_task_000157_pos_0

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fl_problem_000674_pos_0

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standard_description: Use permutations and combinations to compute probabilities of compound events and solve problems.
problem_activity: Optional activity
In this activity, students measure lengths and determine possibilities for actual lengths. There are two layers of attending to precision (MP6) involved in this task:
Deciding how accurately the pencils can be measured, probably to the nearest mm or to the nearest 2 mm, but this depends on the eyesight and confidence of the student
Finding the possible percent error in the measurement chosen
Launch
Arrange students in groups of 2. Provide access to calculators. Give students 4–5 minutes of quiet work time, followed by partner and whole-class discussion.
Writing, Speaking: MLR8 Discussion Supports.
To support students as they respond to “How accurate are your estimates?”, provide a sentence frame such as: “My estimate is within ___ mm of the actual length because . . . ." Encourage students to consider what details are important to share and to think about how they will explain their reasoning using mathematical language. This will help students use mathematical language as they justify the accuracy of their estimates.
Design Principle(s): Optimize output (for explanation)
Student Facing
[IMG]
Estimate the length of each pencil.
How accurate are your estimates?
For each estimate, what is the largest possible percent error?
Student Response
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Anticipated Misconceptions
Some students may think that they can find an exact value for the length of each pencil. Because the pictures of the pencils are far enough away from the ruler, it requires a lot of care just to identify the “nearest” millimeter (or which two millimeter markings the length lies between). Prompt them to consider the error in their measurements by asking questions like, “Assuming you measured the pencil accurately to the nearest millimeter, what is the longest the actual length of the pencil could be? What is the shortest it could be?”
Some students may not remember how to calculate percent error. Ask them, “What is the biggest difference possible between the estimated and actual lengths? What percentage of the actual length would that be when the difference is as big as possible?”
Activity Synthesis
The goal of this discussion is for students to practice how they talk about precision.
Discussion questions include:
“How did you decide how accurately you can measure the pencils?” (I looked for a value that I was certain was less than the length of the pencil and a value that I was certain was bigger. My estimate was halfway in between.)
“Were you sure which mm measurement the length is closest to?” (Answers vary. Possible responses: Yes, I could tell that the short pencil is closest to 5.4 cm. No, the long pencil looks to be closest to 17.7 mm, but I’m not sure. I am sure it is between 17.6 cm and 17.8 cm.)
“Were the percent errors the same for the small pencil and for the long pencil? Why or why not?” (No. I was able to measure each pencil to within 1 mm. This is a
smaller
percentage of the longer pencil length than it is of the smaller pencil length.)
Other possible topics of conversation include noting that the level of accuracy of a measurement depends on the measuring device. If the ruler were marked in sixteenths of an inch, we would only be able to measure to the nearest sixteenth of an inch. If it were only marked in cm, we would only be able to measure to the nearest cm.


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