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)
[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: 
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.

shot_info: im_task_001477_pos_0

K

im_task_000157_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
problem_activity: Narrative
In this activity students compare two book sale scenarios in which there is a different base price of a book for the fundraiser. Students notice that when you increase the price by a lot, you make more profit per book, but you may also sell fewer books. On the other hand, if you increase the price by less money, you have to sell more books to make the same profit.
MLR6 Three Reads.
Keep books or devices closed. Display only the problem stem, without revealing the questions. “We are going to read this question 3 times.” After the 1st Read: “Tell your partner what this situation is about.” After the 2nd Read: “List the quantities. What can be counted or measured?” Reveal the question(s). After the 3rd Read: “What strategies can we use to solve this problem?”
Advances: Reading, Representing
Launch
Groups of 2
“When a school plans a book sale fundraiser, the school orders books from the publisher, or bookseller, for a certain price. Then the school sells it for a different price at the book fair.”
“Let’s imagine the school buys a book for \$10. Should they sell the book for more or less than \$10 at the book fair? Why?” (More if they want to make money from the sale.)
“This is called the mark-up price. For every book they sell, the bookseller will get \$10 and the school keeps the amount they added. The amount they add is called the profit.”
Activity
1 minute quiet think time
5 minutes: group work time
Monitor for students who consider the profit per book in their justifications.
Student Facing
Two schools buy science books for \$8 from a publisher to sell at their book sale. School A sells the books for \$12. School B sells the books for \$12.90.
Who do you think sells more science books? Why?
How much profit does each school make if they each sell 35 books?
School B sells 10 science books. How many science books does School A have to sell to raise about the same amount of money?
Student Response
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Activity Synthesis
“What is a reasonable mark-up price?”
“What do you need to consider when deciding a mark-up price?”


aligns: no