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: 
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 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_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Use place value understanding to round whole numbers to the nearest 10 or 100.
problem_activity: Narrative
The purpose of this activity is for students to compare three-digit numbers based on their understanding of place value. They are invited to explain or show their thinking in any way that makes sense to them. A number line is provided. Students may revise their thinking after locating the numbers on the number line, or may choose to draw diagrams to represent their thinking. During the activity synthesis, methods based on comparing the value of digits by place are highlighted.
For the last problem, students persevere in problem solving as there are many ways to make most of inequalities true but students will need to think strategically in order to fill out all of them. In particular, 810 can be used in the first, second, or fourth inequality but it needs to be used in the fourth because it is the
only
number on the list that is larger than 793.
Representation: Develop Language and Symbols.
Represent the problem in multiple ways to support understanding of the situation. For example, have one group member place the numbers on a number line to verify which number is greater. Another option is to have one group member make the numbers using base-ten blocks to prove which is greater.
Supports accessibility for: Conceptual Processing, Organization
Launch
Groups of 2
“In the warm-up, you saw that different forms of writing a number can help you think about the value of each digit.”
Write
\(564\phantom{3} \boxed{\phantom{33}}\phantom{3}504\)
on the board.
“What symbol would make this expression true? Explain.” (>, because they both have 500, but the first number has 6 tens or 60 and the second number has 0 tens.)
Activity
“Today you will be comparing three-digit numbers by looking at place value.”
“If it helps, you can use base-ten diagrams or expanded form to help you think about place value.”
“Try it on your own and then compare with your partner.”
5 minutes: independent work time
5 minutes: partner work time
Monitor for students who compare the numbers without drawing base-ten diagrams or using a number line.
Student Facing
Compare the numbers.
\(>\)
,
\(=\)
, or
\(<\)
521
\(\boxed{\phantom{33}}\)
523
Explain or show your thinking. If it helps, use a diagram or number line.
\(>\)
,
\(=\)
, or
\(<\)
889
\(\boxed{\phantom{33}}\)
878
Explain or show your thinking. If it helps, use a diagram or number line.
Place the numbers in the blanks to make each comparison true. Use each number only once. Use base-ten diagrams or a number line if it helps.
810
529
752
495
\(\underline{\hspace{1 cm}} > 519\)
\(687 < \underline{\hspace{1 cm}}\)
\(\underline{\hspace{1 cm}} < 501\)
\(\underline{\hspace{1 cm}} > 793\)
Student Response
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Advancing Student Thinking
If students write comparison statements that are not true, consider asking:
“Could you read each statement aloud?”
“How did you know your statement is true?”
“How could you use the base-ten diagram or number line to help you show whether your statement is true or false?”
Activity Synthesis
Display
\(564 > 504\)
.
Display
\(500 + 60 + 4 > 500 + 4\)
.
“We decided that this was a true statement. How does the expanded form of these numbers help justify our thinking?” (We can see the value of each place, so we can compare each digit.)
Invite previously selected students to share how they compared numbers without drawing diagrams or using the number line.


aligns: no