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)
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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: 
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.

Example 3:
Concept/skill: 
Fluently multiply multi-digit whole numbers using the standard algorithm.

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: 
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, 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_neg_0

3

fl_problem_000674_pos_0

5
standard_description: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
problem_activity: Task
Materials
Double sided counters
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Markers that are the same colors as the counters
Teacher-made “My Book of 5” (see below for detailed directions)
Action
Students will be given double sided counters/dots (see picture of counters, above). It is important for the markers to match the colors on the counters. Students take five counters in their cupped hands (or a cup), shake them around, pour them onto the desk. Next, they count how many counters are yellow and how many are red. Students then record the numbers in their book and write a corresponding equation. For example, if the counters landed so that 1 was yellow and 4 were red, then the student would draw one yellow dot and four red dots and then write “1+4=5” under the drawing. The student would then collect the counters and roll them again. For each combination of colors, the students record with a picture and an equation. Students continue until they fill their book of 5. The teacher can choose how many pages to put in, somewhere between five and eight is a good number so that students get a chance to see multiple combinations. After the students have completed their books, the teacher should have a whole-group discussion to make the number relationships explicit. One way to do this is to write each of the two addends into a table and to discuss possible patterns and reasons for the pattern. The teacher can ask specific questions such as, “What do you notice about the numbers in the table?” Or “Why is it that as one number gets bigger, the other number gets smaller?”
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Once students have completed the book, the activity can be repeated but with a book that has 6 pages. The students would then need to create one page for each possible way to make five. How to make "My Book of 5": The book could simply be blank pages stapled together and the student creates the circle and writes the equation under. If your students need more scaffolding each page of the book can consist of five empty circles which the students color in. This will make it impossible for the students to accidentally draw four or six circles. See below for an example: Empty Book Pages:
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Filled In by Student:
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Here is a photo of students working on different numbered books (not books of five):
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aligns: yes