few_shots: 
Example:
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.

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} $

Answer: 
No. Completing this task does not involve representing fractions on a number line diagram.

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

shot_info: im_task_000157_neg_0

3
standard_description: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
problem_activity: Optional activity
In this optional activity, students use colored pencils (or pens or highlighters) to label the radius and height on different pictures of cylinders. Then they sketch their own cylinders and label the radius and heights of those. The purpose of this activity is for students to practice identifying the radius and height of various cylinders, some of which are in context.
This activity can also be abbreviated if students demonstrate prior understanding of how to draw or label cylinders and only need a brief refresh.
Launch
Distribute colored pencils. Give students 1–2 minutes of quiet work time followed by a whole-class discussion.
Student Facing
For cylinders A–D, sketch a radius and the height. Label the radius with an
\(r\)
and the height with an
\(h\)
.
[IMG]
Earlier you learned how to sketch a cylinder. Sketch cylinders for E and F and label each one’s radius and height.
Student Response
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Anticipated Misconceptions
In diagrams D and E, some students might mistake the diameter for the height of the cylinder. Some students may mark a height taller than the cylinder due to the tilt of the figure.
Activity Synthesis
Select students to share where they marked the radius and height and the cylinders sketched for images E and F. Discuss examples of other cylinders students see in real life.
Speaking, Listening: MLR3 Clarify, Critique, Correct.
Present an incorrect drawing that reflects a possible misunderstanding from the class about the height of a cylinder. For example, draw a cylinder with the diameter incorrectly placed at its height and the height at its diameter. Prompt students to identify the error, (e.g., ask, “Do you agree with the representation? Why or why not?”), correct the representation, and write feedback to the author explaining the error. This helps students develop an understanding and make sense of identifying the heights of differently-oriented cylinders.
Design Principle(s): Support sense-making; Maximize meta-awareness


aligns: no