few_shots: 
Example:
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.

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?


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, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: fl_problem_000674_neg_0

5
standard_description: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
problem_activity: Narrative
The purpose of this activity is for students draw their own picture graphs to represent given data. Each student receives a data table to use. After drawing their own graphs, they share their graph with a partner and receive feedback on what is clear and what they could improve. As students represent the data and share their graphs with others, they notice and describe the features of picture graphs that make it easy for others to understand (MP3, MP6). While students are making their graphs, monitor for any features that many students leave out (for example, titles or category labels) to emphasize when sharing in the synthesis.
The data tables will be used again in the next activity.
This activity uses
MLR8 Discussion Supports
. Advances: reading, writing, and conversing.
Required Materials
Materials to Copy
Data Tables
Picture and Bar Graph Template
Required Preparation
Each student needs 1 data table from the blackline master. Each student in a group of 2 may receive different data tables.
Launch
Groups of 2
Display “2nd Graders’ Favorite Sports” graph.
“What can you learn about 2nd graders’ favorite sports from this graph?”
“What are some features of this graph that help us understand the data?”
Share responses.
Highlight the important features (title, labels, and pictures or symbols).
Activity
"Now you are going to create your own picture graph."
Give each student 1 data table and a graph template from the blackline master.
“Write the number of the data table on your page.”
“This graph uses smiley faces, but you may choose something different when you make your graph."
"Think about what picture you are going to use, then represent the data shown in your table in a picture graph.”
10 minutes: independent work time
Monitor for students who use symbols that are easy to draw.
“Switch graphs with your partner.”
“Tell your partner 1 thing you think they did really well and 1 thing you still have a question about.”
MLR8 Discussion Supports
Display sentence frames.
“You did _____ really well in your graph.”
“Why did you . . . ?”
“Can you say more about . . . ?”
5 minutes: partner work time
Student Facing
A group of 2nd graders were asked, “What is your favorite sport?” Their responses are shown in this picture graph.
[IMG]
Represent the data shown in your table in a picture graph.
Table # _______
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Display graphs of previously selected students.
“What is same about these graphs? What is different?”
1 minute: quiet think time
1
–
2 minutes: partner discussion
Share responses.
Consider asking selected students:
“Why did you choose that symbol?”
"What other features did you add to your graph to help others' understand it?"


aligns: no