few_shots: 
Example 1:
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.

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.


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

Example 2:
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.

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: 
Yes. By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.

Example 3:
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: im_task_001477_neg_0

K

im_task_000157_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
problem_activity: Narrative
The purpose of this activity is for students to find the missing value in addition and subtraction equations. This activity is optional because determining the missing value of an equation is not required by the standards. Students may “just know” some of the answers or they may use counting forward or backward (MP7) or they may draw a picture.
MLR8 Discussion Supports.
Invite students to read their completed equations aloud.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to connecting cubes or two-color counters.
Display the student book.
“What do you notice? What do you wonder?” (The equations have a number missing. Why are there numbers missing?)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“FIll in the missing part of each equation.”
Activity
10 minutes: partner work time
Monitor for students who use two-color counters or connecting cubes.
Monitor for students who draw pictures.
Student Facing
Fill in the missing part of each equation.
\(3 - \underline{\hspace{1.1 cm}} = 2\)
\(2 + \underline{\hspace{1.1 cm}} = 2\)
\(5 - \underline{\hspace{1.1 cm}} = 2\)
\(1 + \underline{\hspace{1.1 cm}} = 2\)
\(5 - \underline{\hspace{1.1 cm}} = 3\)
\(2 + \underline{\hspace{1.1 cm}} = 3\)
\(4 - \underline{\hspace{1.1 cm}} = 3\)
\(0 + \underline{\hspace{1.1 cm}} = 3\)
\(5 - \underline{\hspace{1.1 cm}} = 4\)
\(3 + \underline{\hspace{1.1 cm}} = 4\)
\(4 - \underline{\hspace{1.1 cm}} = 4\)
\(2 + \underline{\hspace{1.1 cm}} = 4\)
\(1 + \underline{\hspace{1.1 cm}} = 5\)
\(4 + \underline{\hspace{1.1 cm}} = 5\)
\(5 - \underline{\hspace{1.1 cm}} = 5\)
\(3 + \underline{\hspace{1.1 cm}} = 5\)
Student Response
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Activity Synthesis
Invite previously identified students to share.


aligns: no