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: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
problem_activity: Activity
This activity offers four word problems. Depending on time constraints, you may have all students complete all four problems or assign a different problem to each group. The problems increase in difficulty. It is suggested that students create a visual display of one of the problems and do a gallery walk or presentation, but if time is short you may choose to just have students work in their workbooks or devices.
Launch
Keep students in the same groups. Either instruct students to complete all four problems or assign one problem to each group. If opting to have students do presentations or a gallery walk, distribute tools for making a visual display.
Give students 5–6 minutes quiet work time and partner discussion followed by a whole-class discussion or gallery walk.
Representation: Internalize Comprehension.
Represent the same information through different modalities by using diagrams, equations, or other drawings to depict the situation. If students are unsure where to begin, suggest that they draw a diagram to help organize the information provided. During the Synthesis, annotate drawings to illustrate connections between representations.
Supports accessibility for: Conceptual processing; Visual-spatial processing
Reading, Representing: MLR6 Three Reads.
Use this routine to support reading comprehension of the first problem without solving it for students. For the first read, read the situation to students, without revealing the final question. Ask students "What is this question about?" (A store is having a sale. Diego is buying shoes with a coupon). In the second read, ask students to name the important quantities (e.g., discount of 20%, coupon for
$
3 off of the regular price, Diego pays
$
18.40), and then create a diagram to represent the relationships among these quantities. After the third read, ask students to brainstorm possible strategies to answer the question, “What was the original price before the sale and without the coupon?” This will help students connect the language in the word problem and reasoning needed to solve percent problems.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
A store is having a sale where all shoes are discounted by 20%. Diego has a coupon for
$
3 off of the regular price for one pair of shoes. The store first applies the coupon and then takes 20% off of the reduced price. If Diego pays
$
18.40 for a pair of shoes, what was their original price before the sale and without the coupon?
Before the sale, the store had 100 pairs of flip flops in stock. After selling some, they notice that
\(\frac35\)
of the flip flops they have left are blue. If the store has 39 pairs of blue flip flops, how many pairs of flip flops (any color) have they sold?
When the store had sold
\(\frac29\)
of the boots that were on display, they brought out another 34 pairs from the stock room. If that gave them 174 pairs of boots out, how many pairs were on display originally?
On the morning of the sale, the store donated 50 pairs of shoes to a homeless shelter. Then they sold 64% of their remaining inventory during the sale. If the store had 288 pairs after the donation and the sale, how many pairs of shoes did they have at the start?
Student Response
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Student Facing
Are you ready for more?
A coffee shop offers a special: 33% extra free or 33% off the regular price. Which offer is a better deal? Explain your reasoning.
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
If students created a visual display and you opt to conduct a gallery walk, ask students to post their solutions. Distribute sticky notes and ask students to read others’ solutions, using the sticky notes to leave questions or comments. Give students a moment to review any questions or comments left on their display.
Invite any students who chose to draw a diagram to share; have the class agree or disagree with their diagrams and suggest any revisions. Next, invite students who did not try to draw a diagram to share strategies. Ask students about any difficulties they had creating the expressions and equations. Highlight equivalent expressions that represent the same quantity and different strategies for solving equations.


aligns: yes