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

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 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_pos_0

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standard_description: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
problem_activity: Activity
This activity prompts students to compare and contrast two representations of equivalent ratios. Students work collaboratively to observe similarities and differences of using a double number line and using a table to express the same situation. Below are some key distinctions:
|                   double number line                   |                                                table                                                 |
|--------------------------------------------------------|------------------------------------------------------------------------------------------------------|
| Distances between numbers and lengths of lines matter. |                   Distances and lengths do not matter because there are no lines.                    |
|       The numbers on each line must be in order.       | Rows of ratios can be out of order; within a column, numbers can go in any order that is convenient. |
|       Each value of a ratio is shown on a line.        |                             Each value of a ratio is shown in a column.                              |
|   Pairs of values of a ratio are aligned vertically.   |                          Pairs of values of a ratio appear in the same row.                          |
You will need The International Space Station blackline master for this activity.
Launch
To help students build some intuition about kilometers, begin by connecting it with contexts that are familiar to them. Tell students that “kilometer” is a unit used in the problem. Then ask a few guiding questions.
“Can you name two things in our town (or city) that are about 1 kilometer apart?” (Consider finding some examples of 1-kilometer distances near your school ahead of time.)
“How long do you think it would take you to walk 1 kilometer?” (Typical human walking speed is about 5 kilometers per hour, so it takes a person about 12 minutes to walk 1 kilometer.)
“What might be a typical speed limit on a highway, in kilometers per hour?” (100 kilometers per hour is a typical highway speed limit. Students might be more familiar with a speed limit such as 65 miles per hour. Since there are about 1.6 kilometers in every mile, the same speed will be expressed as a higher number in kilometers per hour than in miles per hour.)
Arrange students in groups of 2. Give one person a slip with the table and the other a slip with a double number line (shown below). Ask students to first do what they can independently, and then to obtain information from their partners to fill in all the blanks. Explain that when the blanks are filled, the two representations will show the same information.
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| distance traveled (km) | elapsed time (sec) |
|------------------------|--------------------|
|           0            |         0          |
|           80           |         10         |
|                        |         1          |
|                        |                    |
|                        |                    |
Student Facing
The International Space Station orbits around the Earth at a constant speed. Your teacher will give you either a double number line or a table that represents this situation. Your partner will get the other representation.
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Complete the parts of your representation that you can figure out for sure.
Share information with your partner, and use the information that your partner shares to complete your representation.
What is the speed of the International Space Station?
Place the two completed representations side by side. Discuss with your partner some ways in which they are the same and some ways in which they are different.
Record at least one way that they are the same and one way they are different.
Student Response
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Student Facing
Are you ready for more?
Earth’s circumference is about 40,000 kilometers and the orbit of the International Space Station is just a bit more than this. About how long does it take for the International Space Station to orbit Earth?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students with the double number line representation may decide to label every tick mark instead of just the ones indicated with dotted rectangles. This is fine. Make sure they understand that the tick marks with dotted rectangles are the ones they are supposed to record in the table.
Activity Synthesis
Display completed versions of both representations for all to see. Invite students to share the ways the representations are alike and different. Consider writing some of these on the board, or this could just be a verbal discussion. Highlight the distinctions in terms of distances between numbers, order of numbers, and the vertical or horizontal orientations of the representations.
Although it is not a structural distinction, students might describe the direction in which multiplying happens as a difference between the two representations. They might say that we “multiply up or down” to find equivalent ratios in a table, and we “multiply across” to do the same on a double number line. You could draw arrows to illustrate this fact:
[IMG]
The vertical orientation of tables and the horizontal orientation of double number lines are conventions we decided to consistently use in these materials. Mathematically, there is nothing wrong with orienting each representation the other way. Students may encounter tables oriented horizontally in a later course. Later in this course, they will encounter number lines oriented vertically.
Representation: Internalize Comprehension.
Demonstrate and encourage students to use color coding and annotations to highlight connections between representations in a problem. For example, highlight the distinctions in terms of distances between numbers, order of numbers, and the vertical or horizontal orientations of the representations.
Supports accessibility for: Conceptual processing; Organization


aligns: no