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: Summarize numerical data sets in relation to their context, such as by:
- Reporting the number of observations.
- Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
- Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
- Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
problem_activity: Activity
This activity prompts students to graph equations to solve problems and think about appropriate values of their variables. The context is the thickness and the area of a sheet of paper that is repeatedly folded.
For both equations, only whole numbers make sense as inputs. Students consider why this makes sense in this context. (This is in contrast, for example, to the price of producing solar energy in the earlier activity. While the data given is on an annual basis, it made sense to “connect the dots” because there is a price for producing solar energy at any given time.) Without instruction about how to create a discrete graph with their graphing technology, students are likely to produce a continuous graph. This is a good opportunity to discuss how to interpret a model for a particular context (MP4).
Look for the different ways students use to find out how many folds are needed to reach a certain thickness. Identify students who used a table, a graph, or an equation so they can share later.
Launch
Give each student a sheet of paper. Ask them to fold it in half, and in half again, as many times as they can. (To save paper, you might have students do this in pairs.) Once they have folded it as many times as they can, ask a few students to share how many times they folded it, and estimate the thickness of the folded paper. Tell students that they are going to investigate the relationship between the number of folds and the thickness of the paper.
Provide access to graphing technology. This activity requires students to be mindful about the scale or graphing window. The activities that specifically target that skill are optional, so this gives students a chance to practice scaling the axes.
Reading, Writing, Speaking: MLR3 Clarify, Critique, Correct.
Present an incorrect answer and explanation for the question “How many folds does it take before the folded sheet of paper is more than 1 mm thick?” Consider using this ambiguous response: “It takes 4.5 folds, because I looked on the graph to check the points.” Ask students to identify the error, critique the reasoning, and write an improved explanation. As students discuss with a partner, listen for students who identify and clarify the ambiguous language in the statement. Invite students to share their critiques and corrected explanations with the class. Listen for and amplify the language students use to describe the point using both the graph and a created table. This helps students evaluate, and improve on, the written mathematical arguments of others, as they clarify their understanding of discrete graphs.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness
Student Facing
The thickness
\(t\)
in millimeters of a folded sheet of paper after it is folded
\(n\)
times is given by the equation
\(t = (0.05) \boldcdot 2^n\)
.
What does the number
\(0.05\)
represent in the equation?
Use graphing technology to graph the equation
\(t = (0.05) \boldcdot 2^n\)
.
How many folds does it take before the folded sheet of paper is more than 1 mm thick? How many folds before it is more than 1 cm thick? Explain how you know.
The area of a sheet of paper is 93.5 square inches.
Find the remaining, visible area of the sheet of paper after it is folded in half once, twice, and three times.
Write an equation expressing the visible area
\(a\)
of the sheet of paper in terms of the number of times it has been folded
\(n\)
.
Use graphing technology to graph the equation.
In this context, can
\(n\)
take negative values? Explain your reasoning.
Can
\(a\)
take negative values? Explain your reasoning.
Student Response
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Student Facing
Are you ready for more?
Using the model in this task, how many folds would be needed to get 1 meter in thickness? 1 kilometer in thickness?
Do some research: what is the current world record for the number of times humans were able to fold a sheet of paper?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
If students have trouble organizing their data points, suggest that they use a table.
Activity Synthesis
Focus the discussion on:
How students identified the growth factor, given an equation or a description.
How students determined how many folds are needed to reach a certain thickness. Invite previously identified students to share their strategies.
The meaningful values of the variables in the equations:
Highlight that a discrete graph is more appropriate in both situations: only the whole-number values make sense for the number of folds because it is not possible to fold the paper a fractional number of times.
Practically speaking, a large number of folds, such as 36, is not possible.
Demonstrate, using graphing technology, how to graph the equations and invite students to share how they chose an appropriate graphing window. If students just typed an equation, most likely the tool plotted a continuous curve. This is an opportunity to talk about interpreting the continuous graph in this context: really, only whole-number values for
\(n\)
are meaningful. Time permitting, you might demonstrate how to graph only whole number values of
\(n\)
using your graphing technology of choice. Typically, this is done by using the technology to generate a table based on a rule. Here is an example:
[IMG]
Time permitting, consider asking students if the equations
\(t = (0.05)\boldcdot 2^n \)
and
\(a = (93.5) \boldcdot \left(\frac{1}{2}\right)^n \)
could be plotted on the same set of axes. Even though the variable
\(n\)
(the number of folds) is the same for the two equations, the thickness
\(t\)
and the area
\(a\)
are mesaured in different units and so cannot be plotted on the same axes.


aligns: no