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.

shot_info: im_task_001477_neg_0

K

im_task_000157_neg_0

3

fl_problem_000674_pos_0

5
standard_description: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
problem_activity: Warm-up
This warm-up encourages students to analyze the structure and value of expressions, and to connect them to the process of calculating a mean.  Each expression has one obvious reason it does not belong, however, there is not one single correct answer.
As students discuss in small groups, listen for ideas related to finding the mean of a data set. Highlight these ideas during whole-class discussion.
Launch
Arrange students in groups of 2–4. Display the expressions for all to see. Give students 1 minute of quiet think time, and ask them to indicate when they have noticed one expression that does not belong and can explain why. When the minute is up, ask them to share their thinking with their small group, and then, together, find at least one reason each expression doesn't belong.
Student Facing
Which expression does not belong? Be prepared to explain your reasoning.
\(\displaystyle \frac {8+8+4+4}{4}\)
\(\displaystyle \frac {10+10+4}{4}\)
\(\displaystyle \frac {9+9+5+5}{4}\)
\(\displaystyle \frac {6+6+6+6+6}{5}\)
Student Response
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Activity Synthesis
Ask each group to share one reason why a particular expression does not belong. Record and display the responses for all to see. After each response, ask the class if they agree or disagree. Since there is no single correct answer to the question, attend to students’ explanations and ensure the reasons given are reasonable. If students give unsubstantiated claims, ask them to substantiate them.
At the end of the discussion, ask students which expression or expressions most represent how they would find the mean of a data set. There is a reason each expression (other than C) could represent how they would find the mean of a data set, however, highlight reasoning about the number of terms in the numerator being the same as the value of the denominator (e.g., there are 5 terms in the numerator and the denominator is 5).


aligns: yes