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: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Answer: 
No. Though this task involves addition, it does not involve any word problems.

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_neg_0

K

im_task_000157_pos_0

3

fl_problem_000674_pos_0

5
standard_description: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
problem_activity: Problem 1
The table below shows the distance that Ms. Smith's fourth graders ran before stopping for a rest.
| Student | Distance (in miles) |
|---------|---------------------|
|   Joe   |  $${2{1\over2}}$$   |
| Arianna |  $${1{3\over4}}$$   |
|  Bobbi  |  $${2{1\over8}}$$   |
| Morgan  | $${1{{5\over8}}}$$  |
|  Jack   | $${2{{5\over8}}}$$  |
|  Sasha  |  $${2{1\over4}}$$   |
|  Tyler  |  $${2{2\over4}}$$   |
|  Jenny  |   $${{5\over8}}$$   |
|  Anson  |  $${2{2\over8}}$$   |
| Chandra |  $${2{4\over8}}$$   |
Using the information in the table, answer the following questions:
a.   What was the longest distance a student ran?
b.   What was the shortest distance a student ran?
c.   What was the most common distance that students ran?
Problem 2
Use the data from Anchor Task #1 to create a line plot.
Problem 3
a.   With a partner or group, gather a handful of round buttons from a diverse collection and use a ruler to measure the diameter of each button to the nearest eighth inch.
b.   Make a dot plot of button diameters, marking your scale in eighth-inch increments.
c.   What is the most common diameter in your collection? How does that compare with the collection from another group?
d.   Now measure the diameters of these same buttons to the nearest quarter inch.
e.   Make a dot plot of button diameters, marking your scale in quarter-inch increments.
f.   Describe the differences between the two dot plots you created. Which one gives you more information? Which one is easier to read?


aligns: no