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 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_neg_0

3

fl_problem_000674_pos_0

5
standard_description: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
problem_activity: Task
Your teacher was just awarded \$1,000 to spend on materials for your classroom.  She asked all 20 of her students in the class to help her decide how to spend the money.  Think about which supplies will benefit the class the most.
{"table": [{"_attributes": {"class": ["regular", "centered"]}, "tbody": [{"tr": [{"th": [{"_value": "Supplies"}, {"_value": "Cost"}]}, {"td": [{"_value": "A box of 20 markers"}, {"_value": "\\$5"}]}, {"td": [{"_value": "A box of 100 crayons"}, {"_value": "\\$8"}]}, {"td": [{"_value": "A box of 60 pencils"}, {"_value": "\\$5"}]}, {"td": [{"_value": "A box of 5,000 pieces of printer paper"}, {"_value": "\\$40"}]}, {"td": [{"_value": "A package of 10 pads of lined paper"}, {"_value": "\\$15"}]}, {"td": [{"_value": "A box of 50 pieces of construction paper"}, {"_value": "\\$32"}]}, {"th": [{"_value": "Books and maps"}, {}]}, {"td": [{"_value": "A set of 20 books about science"}, {"_value": "\\$250"}]}, {"td": [{"_value": "A set of books about the 50 states"}, {"_value": "\\$400"}]}, {"td": [{"_value": "A story book (there are 80 to choose from)"}, {"_value": "\\$8"}]}, {"td": [{"_value": "A map: there is one of your city, one for every state, one of the country, and one of the world to choose from"}, {"_value": "\\$45"}]}, {"th": [{"_value": "Puzzles and games"}, {}]}, {"td": [{"_value": "Puzzles (there are 30 to choose from)"}, {"_value": "\\$12"}]}, {"td": [{"_value": "Board games (there are 40 to choose from)"}, {"_value": "\\$15"}]}, {"td": [{"_value": "Interactive computer games (math and reading)"}, {"_value": "\\$75"}]}, {"th": [{"_value": "Special Items"}, {}]}, {"td": [{"_value": "A bean bag chair for the reading corner"}, {"_value": "\\$65"}]}, {"td": [{"_value": "A class pet"}, {"_value": "\\$150"}]}, {"td": [{"_value": "Three month's supply of food for a class pet"}, {"_value": "\\$55"}]}, {"td": [{"_value": "A field trip to the zoo"}, {"_value": "\\$350"}]}]}]}]}
Write down the different items and how many of each you would choose. Find the total for each category.
Supplies
Books and maps
Puzzles and games
Special items
Create a bar graph to represent how you would spend the money.  Scale the vertical axis by \$100.  Write all of the labels.
What was the total cost of all your choices?  Did you have any money left over?  If so, how much?
Compare your choices with a partner. How much more or less did you choose to spend on each category than your partner? How much more or less did you choose to spend in total than your partner?


aligns: yes