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 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_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, Ö3) lies on the circle centered at the origin and containing the point (0, 2).
problem_activity: Activity
In this activity, students calculate side lengths of similar triangles. They can use the scale factor between the similar triangles, studied in depth in previous lessons. Or they can look at internal ratios between corresponding side lengths within the triangles, introduced in the previous lesson. Students need to think strategically about which side lengths to calculate first since there are many missing values. As they discover more side lengths, this opens up more paths for finding the remaining values.
As students work, monitor for students who:
Use scale factors between triangles.
Notice that the long side is twice the short side in
\(GHI\)
and use that to find
\(c\)
,
\(d\)
, or
\(e\)
.
Notice that the long sides are equal in
\(ABC\)
and use that to find
\(h\)
,
\(d\)
, or
\(e\)
.
Select students who use different strategies to find side lengths to share during the discussion.
Launch
Tell students, “There are many ways to find the values of the unknown side lengths in similar triangles. Use what you have learned so far.” Give students 5 minutes of quiet work time followed by 5 minutes small group discussion and then a whole-class discussion.
Representation: Internalize Comprehension.
Demonstrate and encourage students to use color coding and annotations to highlight connections between representations in a problem. For example, use the same color for corresponding side lengths.
Supports accessibility for: Visual-spatial processing
Student Facing
Triangles
\(ABC\)
,
\(EFD\)
, and
\(GHI\)
are all similar. The side lengths of the triangles all have the same units. Find the unknown side lengths.
[IMG]
Student Response
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for free access to Student Response.
Anticipated Misconceptions
If students have trouble locating corresponding sides, suggest that they use tracing paper so they can rotate and or translate them. Another technique is to color corresponding side lengths the same color. For example, they could color
\(AB\)
,
\(EF\)
, and
\(GH\)
all red.
Activity Synthesis
Ask selected students to share the following strategies:
using (external) scale factors to move from one triangle to another
using quotients of corresponding side lengths within the triangles (internal scale factors)
Both methods are efficient and the method to use is guided by what information is missing and the numbers involved in the calculations. For example, if
\(h\)
is the first missing value we find, then comparing with triangle
\(ABC\)
and using internal scale factors is appropriate. To find
\(c\)
, again we can compare
\(ABC\)
and
\(GHI\)
and internal scale factors are appropriate again because
\(\frac{6}{5}\)
is half of
\(\frac{12}{5}\)
whereas comparing
\(\frac{12}{5}\)
and
\(4\)
is more involved (the scale factor is
\(\frac{5}{3}\)
from
\(\triangle GHI\)
to
\(\triangle ABC\)
).
Ask students to articulate how they knew which sides of the similar triangles correspond. Make sure to make the following reasoning pathways explicit for all:
Triangle
\(ABC\)
has two equal side lengths, so the other two triangles will as well. This insight is efficient for finding
\(h\)
.
One side of triangle
\(GHI\)
is twice the length of another side, so this will be true of the other triangles as well. This insight is helpful for finding
\(c\)
,
\(d\)
, and
\(e\)
.
Emphasize that there are many different relationships that can be used to find side lengths of similar triangles.
Speaking: MLR8 Discussion Supports:
To support students to articulate how they knew which sides of the similar triangles correspond, provide sentence frames such as, “For similar triangles _____ and _____ I know that sides _____ and _____ correspond because ________." Sentence frames invite and incentivize more student participation, conversation, and meta-awareness of language. This routine should help students reason about the ratio of corresponding sides of similar triangles and communicate their understanding.
Design Principle(s): Support sense-making, Optimize output (for comparison)


aligns: no