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 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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standard_description: Analyze and solve pairs of simultaneous linear equations.
problem_activity: Activity
The purpose of this activity is to give students opportunities to find the volumes of some cylinders. By finding the area of the base before finding the volume, students are encouraged to compute the volume by multiplying the area of its base by its height. This way of thinking about volume might be more intuitive for students than the formula
\(V=\pi r^2 h\)
. Notice students who plug the radius into a formula for the volume and students who find the area of the base and multiply that by the cylinder’s height.
The second problem of this activity focuses on exploring cylinders in a context. Generally, the volume of a container is the amount of space inside, but in this context, that also signifies the amount of material that fits into the space. Students are not asked to find the area of the base of the silo. Notice students that find the area before computing the volume and those that use the volume formula and solve for it directly. Notice at what step in the computations students approximate
\(\pi\)
.
When working with problems in a given context, it is sometimes convenient or practical to use an approximation of
\(\pi\)
. An example of this is given in the question regarding the volume of a grain silo and interpretations of the answer.
Launch
Provide access to colored pencils to shade the cylinder’s base. Give students 5–6 minutes of quiet work time followed by a whole-class discussion.
Representation: Internalize Comprehension.
Provide appropriate reading accommodations and supports to ensure students access to written directions, word problems and other text-based content.
Supports accessibility for: Language; Conceptual processing
Student Facing
Here is a cylinder with height 4 units and diameter 10 units.
[IMG]
Shade the cylinder’s base.
What is the area of the cylinder’s base? Express your answer in terms of
\(\pi\)
.
What is the volume of this cylinder? Express your answer in terms of
\(\pi\)
.
A silo is a cylindrical container that is used on farms to hold large amounts of goods, such as grain. On a particular farm, a silo has a height of 18 feet and diameter of 6 feet. Make a sketch of this silo and label its height and radius. How many cubic feet of grain can this silo hold? Use 3.14 as an approximation for
\(\pi\)
.
Student Response
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click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
One way to construct a cylinder is to take a rectangle (for example, a piece of paper), curl two opposite edges together, and glue them in place.
Which would give the cylinder with the greater volume: Gluing the two dashed edges together, or gluing the two solid edges together?
[IMG]
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students might use the silo’s diameter instead of the radius to find the volume. Remind them of the formula for area of a circle and the discussion about diameter and radius earlier in this lesson.
Activity Synthesis
The goal of this discussion is to ensure students understand how to use the area of the cylinder’s base to calculate its volume. Consider asking the following questions:
“How does knowing the area of a circular base help determine the volume of a cylinder?” (The volume is this area multiplied by the height of the cylinder.)
“If the cylinder were on its side, how do you know which measurements to use for the volume?” (Since we need area of the base first, the radius or diameter of the circle will always be the measurement used for
\(r\)
, and the height is always the distance between the bases, or the measurement perpendicular to the bases. It doesn’t matter which direction the cylinder is turned.)
“When is it better to use approximations of pi instead of leaving it exact?” (Approximating pi helps us interpret an answer that has pi as a factor, like the area of a circular region or the volume of a cylindrical container.)
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. For each response that is shared, ask students to restate and/or revoice what they heard using mathematical language. Consider providing students time to restate what they hear to a partner, before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students' attention to any words or phrases that helped to clarify the original statement.This will help students produce and make sense of the language needed to communicate about different strategies for calculating volume of cylinders.
Design Principle(s): Support sense-making; Optimize output (for explanation)


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