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: 
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.

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im_task_000157_neg_0

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fl_problem_000674_pos_0

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standard_description: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
problem_activity: Narrative
The purpose of this activity is to sort quadrilaterals by their attributes. By now students may be inclined to look for sides of equal lengths and for right angles. They may not look for parallel sides (and are not expected to know the term “parallel”), but may notice that some quadrilaterals have pairs of sides that are oriented in the same direction (MP7). Encourage students to describe such observations in their own words.
The quadrilateral cards from this activity will be used in the next lesson and in centers.
Required Materials
Materials to Gather
Bags or envelopes
Materials to Copy
Quadrilateral Cards Grade 3
Required Preparation
Create a set of cards from the blackline master for each group of 2 or 4.
Bags or envelopes can be used to store sets of cards from this activity for use in the next lesson.
Launch
Groups of 2 or 4
Distribute one set of pre-cut cards to each group of students.
“What do you notice about the shapes on this set of cards?” (There are 20 shapes. All the shapes are quadrilaterals. Some have right angles and some don’t.)
1 minute: quiet think time
Activity
“Just like the last activity, sort cards into categories that you and your partner choose.”
8 minutes: partner work time
Monitor for different attributes that students use to sort the shapes.
Student Facing
Sort the quadrilaterals into categories. Record your categories and be prepared to explain how you sorted the shapes.
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Student Response
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Activity Synthesis
“Display your sorted cards so that others can see them.”
“Visit another group’s cards and see if you can figure out how they sorted their quadrilaterals. Be prepared to share your reasoning.”
2–3 minutes: Students visit other groups’ displays.
Invite each group to share how the cards were sorted and their reasoning. Record and display the attributes students use to categorize the quadrilaterals.
Attend to the language that students use to describe the categories and shapes, giving them opportunities to describe the shapes more precisely.
Highlight the use of terms like “equal sides” and “right angles.”


aligns: yes