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: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
problem_activity: Narrative
The purpose of this activity is for students to practice division within 100 by playing a game called Race to 1. The goal of the game is to repeatedly divide numbers until they reach one.
Engagement: Develop Effort and Persistence.
Check in and provide each group with feedback that encourages collaboration and community.
Supports accessibility for: Social-Emotional Functioning, Organization
Required Materials
Materials to Gather
Number cubes
Launch
Groups of 2
“Take a minute to read the directions for Race to 1.”
1 minute: quiet think time
“Let’s look at a sample game. Jada rolled a 3 on her first turn, then rolled 2 a few times afterwards. Talk with your partner about what her next move should be if she rolls 2 on her next turn.” (She should divide 4 or 6 by 2 because those moves get her really close to one.)
1 minute: partner discussion
Share responses.
Give each group a number cube.
Activity
“Play Race to 1 with your partner.”
10–15 minutes: partner work time
If students finish early, have them play again. Students can fill in the same numbers from the first game at the top of the columns of the second game or use the numbers 24, 36, 48, and 72 for a challenge.
Student Facing
Directions for Race to 1
On your first turn:
Roll a number cube. The number you roll is your divisor. (If you roll a 5, roll again.)
Choose one number from the top row of your table. Divide it by your divisor.
Write a division expression and record the quotient in the table. Your turn is done.
On all your other turns:
Roll a number cube. The number you roll is your divisor. (If you roll a 5, roll again.)
Choose either a quotient from one of your past turns or a new number from the top row of the table. Divide it by your divisor.
Write a division expression and record the quotient in the table.
The first player to get a quotient of 1 wins.
Sample Game
Jada rolled 3 on her first turn, then rolled 2 a few times afterwards.
|    start number     |     12      |     16      | 18 |     24      |
|---------------------|-------------|-------------|----|-------------|
| division expression | \(12\div3\) | \(16\div2\) |    | \(24\div2\) |
|      quotient       |      4      |      8      |    |     12      |
| division expression |             |             |    | \(12\div2\) |
|      quotient       |             |             |    |      6      |
| division expression |             |             |    |             |
|      quotient       |             |             |    |             |
Game 1
|    start number     | 12 | 16 | 18 | 24 |
|---------------------|----|----|----|----|
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
Game 2
|    start number     |   |   |   |   |
|---------------------|---|---|---|---|
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
Activity Synthesis
“How was having an efficient way to divide helpful as you played Race to 1?” (I had to decide which number I was going to divide, so it was helpful to be able to do it quickly. I had to divide a few times on each turn.)
“What was a helpful strategy as you played Race to 1?” (I had to think about which number I could divide by the number I rolled. I divided the smallest number by the largest divisor to try to get to the quotient to be as small as possible so I could get to 1 first.)


aligns: no