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

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fl_problem_000674_pos_0

5
standard_description: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.
problem_activity: Activity
The purpose of this activity is for students to recognize that multiplying an equation by a value results in the same solution. This will be useful when transforming equations for the elimination method of solving systems of equations in the supported Algebra lesson. Students will work in pairs and each partner is responsible for answering the questions in either column A or column B. Although each row has two different problems, they share the same answer. Ensure that students work their problems out independently and collaborate with one another when they do not arrive to the same answers. Students construct viable arguments and critique the reasoning of others (MP3) when they resolve errors by critiquing their partner's work or explaining their reasoning.
Launch
Arrange students in groups of two. In each group, ask students to decide who will work on column A and who will work on column B. If students are unfamiliar with the row game structure, demonstrate the protocol before they start working.
Student Facing
Work independently on your column. Partner A completes the questions in column A only and partner B completes the questions in column B only. Your answers in each row should match. Work on one row at a time and check if your answer matches your partner’s before moving on. If you don’t get the same answer, work together to find any mistakes.
Solve each equation.
| **          row         ** |         column A          |         column B          |
|----------------------------|---------------------------|---------------------------|
| **           1          ** |        \(3x-1=5\)         |        \(6x-2=10\)        |
| **           2          ** |   \(4(x+1) = 3x - 12\)    |     \(4x+4 = 3(x-4)\)     |
| **           3          ** |      \(14x+10=4x+6\)      |      \(7x+5 = 2x+3\)      |
| **           4          ** |        \(6x+3=33\)        |        \(4x+2=22\)        |
| **           5          ** | \(4x + 5y = 2 - 4x + 5y\) | \(4x + 9y = 2 + 9y - 4x\) |
| **           6          ** |     \(2x + 6y = 10\)      |     \(5x + 15y = 25\)     |
Student Response
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Activity Synthesis
The purpose of the discussion is to notice that equations that have been multiplied by the same value have the same solution.
Consider asking students to explain why their solutions might be the same for each row.
For each row, the two equations are equivalent. Sample responses for each row:
The equation in column B is 2 times the equation in column A.
In each column, one side of the equation is the distributed form of the same side of the equation in the other column.
The equation in column B is
\(\frac{1}{2}\)
of the equation in column A.
The equation in column B is
\(\frac{2}{3}\)
of the equation in column A.
The equation in column B has
\(4y\)
added to both sides of the equation from column A.
The equation in column B is
\(\frac{5}{2}\)
of the equation in column A.
While there may be other valid ways of connecting the equations (for example, in row 4, dividing the equation in column A by 3 and dividing the equation in column B by 2 result in the same equation), encourage students to recognize that there is a single multiple of one equation that results in the other equation.


aligns: no