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 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_neg_0

3

fl_problem_000674_pos_0

5
standard_description: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
problem_activity: Task
In ''Building an explicit quadratic function'' a particular quadratic function was rewritten by completing the square. The quadratic function used was $q(x) = 2x^2 + 4x - 16$ and this function was rewritten as $$ q(x) = 2\left(x+1\right)^2 - 18 = 2\left((x+1)^2 - 9\right). $$ Some of the advantages to this form are that the $x$-coordinate of the vertex of the graph of $q$ can be found more easily and the two roots of $q$ can also be found readily. The right hand side of this equation can be seen as a horizontal translation by $-1$, then squaring, then a vertical translation by $-9$, and finally a multiplicative scaling by $2$. The goal of this task is first to employ the same technique on a general quadratic function and then derive the quadratic formula. To assist in this process, we first rewrite the equation above: $$ \frac{q(x)}{2} = \left(x+1\right)^2 - 9. $$
Let $f$ be a quadratic function, so we have $$ f(x) = ax^2 + bx + c. $$ Here $a,b,c$ are real numbers and we assume that $a$ is non-zero.
Following the lead of our example problem, we begin by dividing out the leading coefficient:
Multiplying $f(x)$ by $\frac{1}{a}$ gives $$ \frac{f(x)}{a} = x^2 + \frac{b}{a}x + \frac{c}{a}. $$ We wish to write this as the square of a linear function $x + d$ plus a constant. Find numbers $d$ and $k$ so that $\frac{f(x)}{a} = (x+d)^2 + k$.
Using the values for $d$ and $k$ found in part (b), rewrite $f(x) = ax^2 + bx + c$ as $$ \frac{f(x)}{a} = \left(x+d\right)^2 + k. $$ Why do the expressions $f(x)$ and $\frac{f(x)}{a}$ have the same roots?
Explain how to deduce the quadratic formula for the roots of $f$ from part (c).


aligns: yes