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: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
problem_activity: Narrative
The purpose of this activity is for students to practice using an algorithm that uses partial quotients to divide multi-digit numbers by two-digit divisors. Before finding the quotient, students estimate the value of the quotient which both helps students decide which partial quotients to use and helps them evaluate the reasonableness of their solution (MP8).  For example, if students estimate that the value of
\(529 \div 23\)
is a little more than 20, that means that a good choice for first partial quotient is 20. Whenever possible, ask students to explain the steps they are taking.
To add movement to the activity, after students have solved each problem, they can partner with other students who used different partial quotients or got a different solution. This gives students the opportunity to explain their reasoning to one another and make adjustments to their work, as needed.
MLR7 Compare and Connect.
Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “What did the approaches have in common?”, “How were they different?” and “Why did the different approaches lead to the same outcome?”.
Advances: Representing, Conversing
Engagement: Develop Effort and Persistence.
Chunk this task into more manageable parts. Check in with students to provide feedback and encouragement after each chunk. Provide feedback on their use of algorithms using partial quotients.
Supports accessibility for: Social-Emotional Functioning
Launch
Groups of 2
Activity
5 minutes: independent work time
5 minutes: partner work time
Monitor for students who use different sets of partial quotients for the same problem.
Student Facing
Estimate the value of each quotient. Then, use an algorithm using partial quotients to find the value.
A reasonable estimate for
\(612 \div 34\)
is:
[IMG]
A reasonable estimate for
\(529 \div 23\)
is:
[IMG]
A reasonable estimate for
\(1,\!044 \div 29\)
is:
[IMG]
Student Response
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Activity Synthesis
Ask 2–3 students to share their work for the same problem that shows different partial quotients.
“How can you make sure that the whole number quotient you got at the end is reasonable?” (It should be close to my estimate. I can multiply the quotient and divisor and that should give me the dividend.)
If students pair and share with other partners, ask, “How did explaining your work to others help you today?” or “What did someone say today that helped you in your understanding of division?” (I learned that it’s ok to take more steps because I was comfortable with the multiples I used.)


aligns: no