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: Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
problem_activity: Task
In order to play a popular “spinning wheel” game at Fred's Fun Factory Arcade, a player is required to pay a small, fixed amount of 25 cents each time he/she wants to make the wheel spin. When the wheel stops, the player is awarded tickets based on where the wheel stops -- and these tickets are then redeemable for prizes at a redemption center within the arcade.
This particular game has no skill component; each spin of the wheel is a random event, and the results from each spin of the wheel are independent of the results of previous spins.
The wheel awards tickets with the following probabilities:
{"table": [{"_attributes": {"class": ["narrow"]}, "tbody": [{"tr": [{"td": [{"_value": "1 ticket"}, {"_value": "35%"}]}, {"td": [{"_value": "2 tickets"}, {"_value": "20%"}]}, {"td": [{"_value": "3 tickets"}, {"_value": "20%"}]}, {"td": [{"_value": "5 tickets"}, {"_value": "10%"}]}, {"td": [{"_value": "10 tickets"}, {"_value": "10%"}]}, {"td": [{"_value": "25 tickets"}, {"_value": "4%"}]}, {"td": [{"_value": "100 tickets"}, {"_value": "1%"}]}]}]}]}
A young girl is given 2 quarters so that she can play the game two times.  Let $X$ be the number of tickets she wins based on two spins. There are 26 possible values for $X$ that the young girl can obtain in this case, and those values are listed to the right.
Some values of $X$ are more common than others. For example, winning only 2 tickets in two spins is a somewhat common occurrence with probability 0.1225 as it means the player earns 1 ticket on the first spin and 1 ticket on the second spin. Similarly, winning 200 tickets in two spins is a somewhat rare occurrence with probability 0.0001 as it means the player earns 100 tickets on the first spin and 100 tickets on the second spin. A full list of the possible values of $X$ and the corresponding probabilities for almost every value of $X$ is shown at right.
Four probability values are deliberately hidden. Determine the 4 missing probability values in the distribution.  (Hint: since all values of $X$ are listed, and since the probabilities that are shown add up to 0.66, the 4 hidden probabilities you are computing should add up to very specific value.)
Which value of $X$ is most common?
The young girl considers it a "good day" with the game if she wins more than 100 tickets based on 2 spins.  What is the probability that she will have a "good day" based on that definition?
[IMG]


aligns: no