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: 
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
 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: 
Yes. By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.

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_neg_0

K

im_task_000157_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
problem_activity: Warm-up
In this warm-up, students compare and contrast two ways of decomposing and rearranging a parallelogram on a grid such that its area can be found. It serves a few purposes: to reinforce the work done in the previous lesson; to allow students to practice communicating their observations; and to shed light on the features of a parallelogram that are useful for finding area—a base and a corresponding height.
The flow of key ideas—to be uncovered during discussion and gradually throughout the lesson—is as follows:
There are multiple ways to decompose a parallelogram (with one cut) and rearrange it into a rectangle whose area we can determine.
The cut can be made in different places, but to compose a rectangle, the cut has to be at a
right angle
to two opposite sides of the parallelogram.
The length of one side of this newly composed rectangle is the same as the length of one side of the parallelogram. We use the term
base
to refer to this side.
The length of the other side of the rectangle is the length of the cut we made to the parallelogram. We call this segment a
height
that corresponds to the chosen base.
We use these two lengths to determine the area of the rectangle, and thus also the area of the parallelogram.
As students work and discuss, identify those who make comparisons in terms of the first two points so they could share later. Be sure to leave enough time to discuss the first four points as a class.
Digital
Launch
Arrange students in groups of 2. Give students 2 minutes of quiet think time and access to geometry toolkits. Ask them to share their responses with a partner afterwards.
If using the digital activity, have students explore the applet for 3 minutes individually, and then discuss with a partner. Students will be able to see the cuts by dragging the point on the segment under the parallelogram.
Student Facing
Elena and Tyler were finding the area of this parallelogram:
[IMG]
Move the slider to see how Tyler did it:
Move the slider to see how Elena did it:
How are the two strategies for finding the area of a parallelogram the same? How they are different?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 2. Give students 2 minutes of quiet think time and access to geometry toolkits. Ask them to share their responses with a partner afterwards.
If using the digital activity, have students explore the applet for 3 minutes individually, and then discuss with a partner. Students will be able to see the cuts by dragging the point on the segment under the parallelogram.
Student Facing
Elena and Tyler were finding the area of this parallelogram:
[IMG]
Here is how Elena did it:
[IMG]
Here is how Tyler did it:
[IMG]
How are the two strategies for finding the area of a parallelogram the same? How they are different?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Ask a few students to share what was the same and what was different about the methods they observed.
Highlight the following points on how Elena and Tyler's approaches are the same, though do not expect students to use the language. Instead, rely on pointing and gesturing to make clear what is meant. If any of these are not mentioned by the students, share them.
The rectangles are identical; they have the same side lengths. (Label the side lengths of the rectangles.)
The cuts were made in different places, but the length of the cuts was the same. (Label the lengths along the vertical cuts.)
The horizontal sides of the parallelogram have the same length as the horizontal sides of the rectangle. (Point out how both segments have the same length.)
The length of each cut is also the distance between the two horizontal sides of the parallelogram. It is also the vertical side length of the rectangle. (Point out how that distance stays the same across the horizontal length of the parallelogram.)
[IMG]
Begin to connect the observations to the terms
base
and
height
. For example, explain:
“The two measurements that we see here have special names. The length of one side of the parallelogram—which is also the length of one side of the rectangle—is called a
base
. The length of the vertical cut segment—which is also the length of the vertical side of the rectangle—is called a
height
that corresponds to that base.”
“Here, the side of the parallelogram that is 7 units long is also called a base. In other words, the word
base
is used for both the segment and the measurement.”
Tell students that we will explore bases and heights of a parallelogram in this lesson.


aligns: no