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.

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standard_description: Compare two numbers between 1 and 10 presented as written numerals.
problem_activity: Narrative
The purpose of this warm-up is for students to participate in part of the Questions About Us routine. Students have worked with 5-frames in previous sections and as an option during counting collections. In this activity, 5-frames are introduced as a way to represent how many students are here today. A blackline master is provided, but the 5-frames should be modified to match the number of students in the class. For example, if there are 24 students in the class, four 5-frames and 4 extra squares should be displayed. This will allow students to use the representation to also determine how many students are absent in future lessons by referring to the empty squares. This display will be used during the  Questions About Us warm-up in later lessons, so create the display in a place in the classroom that can easily be seen by students.
In the synthesis, students look at the new 5-frame representation and compare it to the representations based on student ideas created in the previous lesson.
Required Materials
Materials to Gather
Chart paper
Materials to Copy
Questions About Us 5-Frames
Required Preparation
Gather the poster created during Questions about Us in the previous lesson.
Launch
“How can we use the 5-frames to show how many of us are here?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Activity
Demonstrate a student suggestion for how to use the 5-frames.
“How can we figure out how many of us are here?” (We can count each person. We can count each circle in the 5-frame.)
Count each student.
“How many of us are here today?”
Count each circle.
“How many of us are here today?”
Student Response
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Activity Synthesis
Display one of the representations based on student ideas from the previous lesson and the new representation with 5-frames.
“These are both different ways that we showed how many of us are here. What do you notice?”


aligns: no