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: 
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.

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K

im_task_000157_neg_0

3

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5
standard_description: Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
problem_activity: Narrative
This warm-up prompts students to carefully analyze and compare features of four equations. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminologies students know and how they talk about characteristics of equations.
Launch
Groups of 2
Display image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2-3 minutes: partner discussion
Share and record responses.
Student Facing
Which one doesn’t belong?
A
\(3 + 3 = 6\)
B
\(6 = 4 + 2\)
C
\(4 + 3 = 7\)
D
\(\color{#3a53a4}{4 + 2 = 6}\)
Student Response
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Activity Synthesis
Display
\(6 = 4 + 2\)
and
\(4 + 2 = 6\)
.
“What is the same about these equations? What is different?” (They have the same numbers. The numbers are in a different order. One is blue and one is black. They both show that 4 plus 2 is 6.)


aligns: no