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: 
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Answer: 
No. Completing this task does not involve representing fractions on a number line diagram.

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 add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Answer: 
No. This set of problems does not directly involve adding or subtracting multi-digit whole numbers. Instead, it focuses on multiplying multi-digit whole numbers.

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_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
problem_activity: Narrative
The purpose of this activity is for students to build and compare flat and solid shapes. Students are not expected to build precise shapes. Using clay to build the shapes helps students feel the difference between flat and solid shapes. The terms “flat” and “solid” are introduced in the activity synthesis. Students may benefit from getting to hold and see the solid shapes up close as they build them.
Required Materials
Materials to Gather
Clay
Required Preparation
Each student needs a piece of clay.
Gather a cone and cylinder to display.
Launch
Groups of 2
Give each student a piece of clay.
“Use your clay to make a shape that you know.”
1 minute: independent work time
“Share your shape with your partner. How are they the same? How are they different?” (The shapes are different. I made a circle and my partner made a triangle.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Activity
Display a cylinder.
“Make this shape with your clay.”
2 minutes: independent work time
Display a cone.
“Make this shape with your clay.”
2 minutes: independent work time
“Describe the shape that you made to your partner. What does it look like?” (It looks like an ice cream cone. It’s tall. It has a point on the bottom.)
30 seconds: quiet think time
2 minutes: partner discussion
Share responses.
Student Response
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Activity Synthesis
Display a group of flat shapes and a group of solid shapes that students created.
“What is different about the shapes that we made first and the rest of the shapes that we made?” (The shapes that we made first are all flat. The other shapes stick up.)
“The first shapes that we made were flat shapes, like circles and rectangles. Then we built some other shapes. What can we call these shapes?” (solid shapes, big shapes)
“These shapes are solid shapes.”
“Use your clay to make a flat shape.”
“Use your clay to make a solid shape.”


aligns: yes