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: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Warm-up
The purpose of this warm-up is to elicit the idea that an increase in sample size is associated with a decrease in margin of error, which will be useful when students investigate the relationship between margin of error and sample size in a later activity. While students may notice and wonder many things about these images, the relationship between sample size and margin of error is the important discussion point. This prompt gives students opportunities to see and make use of structure (MP7). The specific structure they might notice is that the margin of error decreases as the sample size increases.
Launch
Tell students that their job is to think of at least one thing they notice and at least one thing they wonder. Display the table for all to see. Give students 1 minute of quiet think time, and then 1 minute to discuss the things they notice with their partner, followed by a whole-class discussion.
Student Facing
Five students wanted to see how many children’s movies have female lead characters. They each took a sample of children’s movies, found the proportion of movies that had female lead characters, then used their results to simulate 100 additional samples. The table shows some of the findings based on the original sample and the simulations.
What do you notice? What do you wonder?
| student | number of movies used in the original random sample | estimated proportion | margin of error |
|---------|-----------------------------------------------------|----------------------|-----------------|
|    A    |                                                     |                      |                 |
|    B    |                                                     |                      |                 |
|    C    |                                                     |                      |                 |
|    D    |                                                     |                      |                 |
|    E    |                                                     |                      |                 |
Student Response
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Activity Synthesis
The purpose of the discussion is to notice that the margin of error tends to decrease when a greater number of things are used in the sample. Ask students to share the things they noticed and wondered. Record and display their responses for all to see. If possible, record the relevant reasoning on or near the table. After all responses have been recorded without commentary or editing, ask students, “Is there anything on this list that you are wondering about?” Encourage students to respectfully disagree, ask for clarification or point out contradicting information. If the relationship between the margin of error and sample size does not come up during the conversation, ask students to discuss this idea.


aligns: no