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: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
problem_activity: Optional activity
This activity involves checking for a constant of proportionality in tables generated from simple equations that students should already be able to evaluate from their work with expressions and equations in grade 6. The purpose of this activity is to generalize about the forms of equations that do and do not represent proportional relationships. The relationships in this activity are presented without a context so that students can focus on the structure of the equations (MP7) without being distracted by what the variables represent.
Launch
Arrange students in groups of 2. Provide access to calculators. Give students 5 minutes of quiet work time followed by students discussing responses with a partner, followed by whole-class discussion.
Engagement: Internalize Self Regulation.
Chunk this task into more manageable parts to differentiate the degree of difficulty or complexity. Invite students to choose and complete tables for four of the equations. Encourage students to complete tables for the equations
\(y=\frac{x}{4}\)
and
\(y=4x\)
.
Supports accessibility for: Organization; Attention
Student Facing
Here are six different equations.
\(y = 4 + x\)
\(y = \frac{x}{4}\)
\(y = 4x\)
\(y = 4^{x}\)
\(y = \frac{4}{x}\)
\(y = x^{4}\)
[IMG]
Predict which of these equations represent a proportional relationship.
Complete each table using the equation that represents the relationship.
Do these results change your answer to the first question? Explain your reasoning.
What do the equations of the proportional relationships have in common?
Student Response
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Anticipated Misconceptions
Students might struggle to see that the two proportional relationships have equations of the form
\(y = kx\)
and to characterize the others as not having equations of that form. Students do not need to completely articulate this insight for themselves; this synthesis should emerge in the whole-class discussion.
Activity Synthesis
Invite students to share what the equations for proportional relationships have in common, and by contrast, what is different about the other equations. At first glance, the equation
\(y=\frac x4\)
does not look like our standard equation for a proportional relationship,
\(y = kx\)
. Suggest to students that they rewrite the equation using the constant of proportionality they found after completing the table:
\(y = 0.25x\)
which can also be expressed
\(y=\frac14 x\)
. If students do not express this idea themselves, remind them that they can think of dividing by 4 as multiplying by
\(\frac14\)
.
Reading, Writing, Speaking: MLR3 Clarify, Critique,
Correct. Before students share what they identified as similarities between the proportional and nonproportional relationships, present an incorrect explanation. For example, “There are no commonalities among the equations because they’re all different. ” Ask students to identify the error, critique the reasoning, and write a correct description. As students discuss with a partner, listen for students who clarify that equations
\(y = 4x\)
and
\(y=\frac14 x\)
are of the form
\(y = kx\)
and both represent proportional relationships. Invite students to share their critiques and corrected responses with the class. Listen for and amplify the language students use to describe the similarities and differences between equations that do and do not represent proportional relationships. This helps students evaluate, and improve upon, the written mathematical arguments of others, as they clarify how their understanding of proportional relationships and how they can be represented with equations.
Design Principle(s): Maximize meta-awareness


aligns: yes