few_shots: 
Example 1:
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.

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: 
Yes. This task involves representing addition with objects such as number cards and dice.

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_pos_0

K

im_task_000157_neg_0

3

fl_problem_000674_pos_0

5
standard_description: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
problem_activity: Problem 1
a.   Fill in the following blanks to make true statements. Use base ten blocks to help you.
1 thousand is the same as _______ hundreds.
1 hundred is the same as _______ tens.
1 ten is the same as _______ ones.
1 one is the same as _______ tenths.
b.   Below is an area model that represents 1 one. It is partitioned into tenths. Partition it to show what you would expect the next smallest unit to look like so that it continues the pattern in Part (a).
[IMG]
c.   Use what you notice in Part (a) and (b) to write a similar sentence that starts “1 tenth is the same as…”
Problem 2
The shaded part of this diagram represents 1 hundredth. We can write this as the fraction
$$\frac{1}{100}$$
or as the decimal
0.01.
[IMG]
Fill out the following table to represent each given number.
|                                                                                                  **            Diagram           **                                                                                                  | **            Unit Form           ** | **            Fraction Form           ** | **            Decimal Form           ** |
|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------------------|------------------------------------------|-----------------------------------------|
| |https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png|  |https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png| image:: https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png |             7 hundredths             |                                          |                                         |
| |https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png|  |https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png| image:: https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png |                                      |            $$\frac{32}{100}$$            |                                         |
| |https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png|  |https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png| image:: https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png |                                      |                                          |                  0.85                   |
| |https://d21royfkw9g4l6.cloudfront.net/xJTfKSJObLTngvzpCrjGcc_LY71VX.png|  |https://d21royfkw9g4l6.cloudfront.net/xJTfKSJObLTngvzpCrjGcc_LY71VX.png| image:: https://d21royfkw9g4l6.cloudfront.net/xJTfKSJObLTngvzpCrjGcc_LY71VX.png |                                      |                                          |                                         |
Problem 3
a.   Explain why
$${{1\over10}={10\over100}}$$
. Draw a picture to illustrate your explanation.
b.   Explain why
$${0.20 = 0.2}$$
. Draw a picture to illustrate your explanation.
Problem 4
Jani and Kai are representing a decimal number. Here are the area models they drew:
|                                                                                                                 Jani                                                                                                                 |                                                                                                                 Kai                                                                                                                  |
|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| |https://d21royfkw9g4l6.cloudfront.net/pCjOWHyq93ljOqoarBpFRi_XAG8G1.png|  |https://d21royfkw9g4l6.cloudfront.net/pCjOWHyq93ljOqoarBpFRi_XAG8G1.png| image:: https://d21royfkw9g4l6.cloudfront.net/pCjOWHyq93ljOqoarBpFRi_XAG8G1.png | |https://d21royfkw9g4l6.cloudfront.net/IX0bwHJs13FGRL7TldfH6i_9P5SGX.png|  |https://d21royfkw9g4l6.cloudfront.net/IX0bwHJs13FGRL7TldfH6i_9P5SGX.png| image:: https://d21royfkw9g4l6.cloudfront.net/IX0bwHJs13FGRL7TldfH6i_9P5SGX.png |
a.   What value do you think Jani and Kai are trying to model? How do you know?
b.   Draw pictures to show what Kai might have drawn for each area model in Anchor Task 2.


aligns: no