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 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_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
problem_activity: Activity
In previous lessons, data was fit with a linear model, but is not appropriate in all cases. In this activity, students individually sort cards of different scatter plots then discuss with a partner. They then re-sort the cards based on linearity and then again by positive or negative association (MP4).
Launch
Arrange students in groups of 2, and give each student a set of cards. Give 5 minutes of quiet work time for the first question followed by partner discussion. For the final two questions, ask students to take turns sorting the cards by putting one card into one of the categories, then explaining their reasoning for putting it there. After both partners have agreed on the placement of that card, the other partner may repeat these steps to sort one more card. Repeat this process until all cards are sorted.
Tell the students that there is a third category for the last two parts of the activity: neither. It is possible for data to have absolutely no association and appear completely random which would not be a linear association or a non-linear association. It is also possible for data to not have a strictly positive or negative association if, for example, the scatter plot seems to increase and then decrease.
Representation: Internalize Comprehension.
Chunk this task into more manageable parts to differentiate the degree of difficulty or complexity by beginning with fewer cards. For example, give students a subset of the cards to start with and introduce the remaining cards once students have completed their initial set of matches.
Supports accessibility for: Conceptual processing; Organization
Speaking: MLR8 Discussion Supports.
To support students' explanations for sorting the scatter plots in the way they chose, display sentence frames for students to use when they are working with their partner. For example, “I think ____ because _____ .” or “I (agree/disagree) because ______ .”
Design Principle(s): Support sense-making; Optimize output for (explanation)
Student Facing
Your teacher will give you a set of cards. Each card shows a scatter plot.
Sort the cards into categories and describe each category.
Explain the reasoning behind your categories to your partner. Listen to your partner’s reasoning for their categories.
Sort the cards into two categories: positive associations and negative associations. Compare your sorting with your partner’s and discuss any disagreements.
Sort the cards into two categories: linear associations and non-linear associations. Compare your sorting with your partner’s and discuss any disagreements.
Student Response
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Activity Synthesis
To help clarify the meaning of linear and non-linear associations as well as positive and negative associations, consider asking some of the following questions:
“How did you originally group the cards?”
“Which graphs did you sort into the 'positive association' group?” (F and G)
“Are there any cards that did not fit with either positive or negative association?” (Yes, the points for card A form an arc that first goes up and then down.)
“Which graphs did you sort into the 'linear association' group?” (C and E)
“If a scatter plot has no association at all (neither linear nor non-linear), what might its scatter plot look like?” (A lot of random dots scattered all around the plot with no obvious trend.)


aligns: no