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: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
problem_activity: Narrative
The purpose of this activity is for students to determine whether a situation is about an unknown number of groups or an unknown number of objects in each group. After sorting the situations, students write a division expression to represent each situation. The fact that the structure of the expressions is the same for representing an unknown number of groups or an unknown number of objects in each group further emphasizes that division expressions can be interpreted two ways. As students discuss and justify their decisions, they share a mathematical claim and the thinking behind it (MP3).
As students explain their reasoning around the unknown in the situation, encourage students to describe how they would start to solve the problem to make it clear what is unknown in the situation.
MLR8 Discussion Supports.
Synthesis. Display a sentence frame to support whole-class discussion: “We noticed _____ so we . . . .”
Advances: Speaking, Representing
Engagement: Develop Effort and Persistence.
Chunk this task into more manageable parts. Give students a subset of the cards to start with and introduce the remaining cards once students have completed their initial set of matches.
Supports accessibility for: Organization, Attention
Required Materials
Materials to Copy
Card Sort: All About Bugs
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
Display the image.
“We are going to work with some situations involving insects. Insects are a type of bug. These are all insects.”
“What are some parts of the insects we could count?” (legs, eyes, wings, antennae, body segments)
If needed, clarify what antennae are.
Distribute one set of pre-cut cards to each group of students.
Activity
“In this activity, you will sort some cards into categories of your choosing. When you sort the situations, you should work with your partner to come up with categories.”
5 minutes: partner work time
Select groups to share their categories and how they sorted their cards.
Choose as many different types of categories as time allows, but ensure that one set of categories distinguishes between “how many groups?” and “how many in each group?” problems.
If no students sorted the cards by type of division situation, give them a minute to do so, and then discuss how they know which type of division each situation represents.
“Now work with your partner to sort your cards by ‘how many groups?’ and ‘how many in each group?’ problems.”
“Once you have sorted your cards, write a division expression to represent each situation.”
5 minutes: partner work time
Student Facing
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Your teacher will give you a set of cards that show situations. Sort the cards into 2 categories of your choosing. Be prepared to explain the meaning of your categories.
A. Mole crickets have special legs for digging. Ten special legs belong to 5 mole crickets. How many special legs does each mole cricket have?
B. A beetle has a pair of antennae for sensing heat, touch, smell, and more. If there are 8 antennae, how many beetles are there?
\(\phantom{00}\)
C. Fourteen antennae belong to a group of bees. If each bee has 2 antennae, how many bees are there?
D. There are 12 wings. If each dragonfly has 4 wings, how many dragonflies are there?
\(\phantom{00}\)
E. Thirty legs belong to 5 ants. If all the ants have the same number of legs, how many legs does each ant have?
F. There are 50 spots on 5 butterflies. If each butterfly has the same number of spots, how many spots does each butterfly have?
Write a division expression to represent each situation. Be ready to explain your reasoning.
Student Response
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Activity Synthesis
Invite students to share the expression for each situation.
Consider asking:
“What does each number represent in the expression?”
“Where do you see the number of groups in the expression?”
“Where do you see the number of objects in each group in the expression?”


aligns: no