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

K

im_task_000157_pos_0

3

fl_problem_000674_pos_0

5
standard_description: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
problem_activity: Warm-up
The mathematical purpose of this activity is for students to describe the relationship between variables using mathematical terminology, such as strong or weak relationship and positive or negative relationship. These terms were defined in the previous lesson. Students must reason abstractly and quantitatively (MP2) to determine the type of relationship.
Launch
Arrange students in groups of 2. Tell students there are many possible answers for the questions. After quiet work time, ask students to compare their responses to their partner’s and decide if they are both correct, even if they are different. Follow with a whole-class discussion.
To help students understand some of the context, explain that, for many modern cars, it is recommended that the oil be changed every 5,000 miles driven or every 5 months.
Student Facing
Describe the strength and sign of the relationship you expect for each pair of variables. Explain your reasoning.
Used car price and original sale price of the car.
Used car price and number of cup holders in the car.
Used car price and number of oil changes the car has had.
Used car price and number of miles the car has been driven.
Student Response
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Activity Synthesis
The purpose of this discussion is for students to discuss the strength of relationships in preparation for having students distinguish between
causal relationships
and statistical relationships.
Encourage the use of the terms strong or weak relationship and positive or negative relationship in the discussion.
The discussion should focus on the reasoning for the last 2 problems and how they are similar and different. Here are some questions for discussion.
“How is the relationship between the car price and number of oil changes similar to the relationship between the car price and number of miles driven?” (They both have a strong, negative relationship.)
“How is the relationship between the car price and number of oil changes different from the relationship between the car price and number of miles driven?” (The number of miles the car has been driven seems more directly related to the price than the number of oil changes. It probably has a stronger negative relationship than the number of oil changes.)


aligns: no