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 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.

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im_task_000157_pos_0

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standard_description: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Narrative
The purpose of this activity is for students to use what they know about the base-ten structure of numbers to create different expressions. Students use place value reasoning to create expressions with the smallest and largest values and expressions that may or may not require composing a ten when adding using methods based on place value (MP7). In the synthesis, students explain how they reasoned about whether or not a new ten could be composed just by looking at the addends (MP3). Although some students may complete the activity without finding any sums, others may need to find partial sums or complete sums in order to explain what happens when adding.
MLR8 Discussion Supports.
Synthesis: For each method that is shared, invite students to turn to a partner and restate what they heard using precise mathematical language.
Advances: Listening, Speaking
Representation: Access for Perception.
Some students may benefit from hearing the instructions read aloud more than once.
Supports accessibility for: Attention, Language, Memory
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Launch
Groups of 2
Give students access to connecting cubes in towers of 10 and singles.
“Now we are going to use what we know about numbers and addition to think about what will happen when we add different numbers together. You may add the numbers if it is helpful, but you don’t have to.”
Activity
8 minutes: partner work time
Monitor for students who write expressions without finding the value of the sums and can explain their reasoning.
Student Facing
37
22
18
56
41
Choose 2 numbers from above and write an addition expression to make each statement true.
This sum has the smallest possible value.
Expression:_______________________
This sum has the largest possible value.
Expression:_______________________
You do not need to make a new ten to find the value of this sum.
Expression:_______________________
If you make a new ten to find the value of this sum, you will still have some more ones.
Expression:_______________________
If you make a new ten to find the value of this sum, you will have no more ones.
Expression:_______________________
Be ready to explain your thinking in a way that others will understand.
If you have time: Choose 2 numbers from above and write an addition expression where the value is closest to 95.
How do you know the value is closest to 95?
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Student Response
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Activity Synthesis
Invite a previously identified student to share their expression that does not require making a new ten.
“Are there other numbers you could use? How do you know?"
Invite a student who found two numbers that make a ten without finding the sums to share.
“Are there other numbers you could use? How do you know?"


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