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 rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., p^(2)). For example, by truncating the decimal expansion of Ö2, show that Ö2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
problem_activity: Optional activity
In this activity, students continue their work comparing properties of functions represented in different ways. Students are given a verbal description and a table to compare and decide whose family traveled farther over the same time intervals. The purpose of this activity is for students to continue building their skill interpreting and comparing functions.
Launch
Give students 3–5 minutes of quiet work time, followed with whole-class discussion.
Student Facing
Elena’s family is driving on the freeway at 55 miles per hour.
Andre’s family is driving on the same freeway, but not at a constant speed.  The table shows how far Andre's family has traveled,
\(d\)
, in miles, every minute for 10 minutes.
{"table": [{"_attributes": {"border": "1", "cellpadding": "1", "cellspacing": "1", "style": "width:500px"}, "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "span": [{"_attributes": {"class": ["math", "math-repaired"], "data-png-file-id": "166"}, "_value": "\\(t\\)"}]}], "td": [{"_value": "1"}, {"_value": "2"}, {"_value": "3"}, {"_value": "4"}, {"_value": "5"}, {"_value": "6"}, {"_value": "7"}, {"_value": "8"}, {"_value": "9"}, {"_value": "10"}]}, {"th": [{"_attributes": {"scope": "row"}, "span": [{"_attributes": {"class": ["math", "math-repaired"], "data-png-file-id": "292"}, "_value": "\\(d\\)"}]}], "td": [{"_value": "0.9"}, {"_value": "1.9"}, {"_value": "3.0"}, {"_value": "4.1"}, {"_value": "5.1"}, {"_value": "6.2"}, {"_value": "6.8"}, {"_value": "7.4"}, {"_value": "8"}, {"_value": "9.1"}]}]}]}]}
How many miles per minute is 55 miles per hour?
Who had traveled farther after 5 minutes? After 10 minutes?
How long did it take Elena’s family to travel as far as Andre’s family had traveled after 8 minutes?
For both families, the distance in miles is a function of time in minutes. Compare the outputs of these functions when the input is 3.
Student Response
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Anticipated Misconceptions
Students may miss that Elena’s family’s speed has different units than what is needed to compare with Andre’s family. Point out to students that the units are important and possibly ask them to find out how many miles Elena’s family travels in 1 minute rather than 1 hour.
Activity Synthesis
The purpose of this discussion is for students to think about how they use a verbal description and table to answer questions related to the context. Ask students to share their solutions and how they used the equation and graph. Consider asking some of the following questions:
“How did you use the table to get information? How did you use the verbal description?”
“What did you prefer about using the description to solve the problem? What did you prefer about using the table to solve the problem?”
Engagement: Develop Effort and Persistence.
Break the class into small discussion groups and then invite a representative from each group to report back to the whole class.
Supports accessibility for: Language; Social-emotional skills; Attention
Writing, Speaking: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to reflect on their problem-solving strategies. Ask students to write an initial response to the prompt, “What did you prefer about using the description to solve the problem? What did you prefer about using the table to solve the problem?” Give students time to meet with 2–3 partners, to share and get feedback on their responses. Provide prompts for feedback that will help students strengthen their ideas and clarify their language (e.g., “What do you mean?”, “Can you give an example?”, and “Can you say that another way?”, etc.). Give students 1–2 minutes to revise their writing based on the feedback they received.​ This will help students produce a written generalization about interpreting and comparing functions.
Design Principle(s): Optimize output (for generalization)


aligns: no