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)
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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.

shot_info: im_task_001477_pos_0

K

im_task_000157_neg_0

3

fl_problem_000674_pos_0

5
standard_description: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
problem_activity: Narrative
The purpose of this activity is for students to compare different methods for solving problems within 100 using data presented in a bar graph. Students may use whatever method makes the most sense to them. The synthesis focuses on sharing multiple methods that students use to find the difference. Monitor for students who use methods that rely on using the bar graph to count on or count back and those that use more abstract methods, such as adding or subtracting by place value.
For example, when combining categories, some students may choose to use the graph to count on. Other students may choose to combine tens and ones with or without drawing a base-ten diagram or other representation.
Engagement: Provide Access by Recruiting Interest.
Provide choice. Invite students to choose a strategy and tool that works for them. Encourage students to use that same strategy and tool for both problems so they are not overwhelmed.
Supports accessibility for: Conceptual Processing, Organization, Attention
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Required Preparation
Create towers of 10 with the connecting cubes.
Have single connecting cubes available.
Launch
Groups of 2
Display the bar graph.
“What does this graph tell us?” (students’ favorite movie snacks, students picked their favorite movie snacks)
1 minute: quiet think time
1 minuter: partner discussion
Share responses.
Give students access to connecting cubes in towers of ten and singles.
Activity
“Use the bar graph to answer the questions. Show your thinking using drawings, numbers, or words.”
“You can use the connecting cubes or any of the other representations we saw in the warm-up to help you.”
8 minutes: independent work time
“Now compare your methods with your partner. How are they similar or different?”
4 minutes: partner discussion
As students work, monitor for students who:
use the bar graph to count on or count back
use the connecting cubes or base-ten drawings to show adding or subtracting tens with tens and ones with ones
Student Facing
Use the bar graph to answer the questions.
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What is the total number of students that chose popcorn or pretzels? Show your thinking.
How many more students chose nachos than chose popcorn? Show your thinking.
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Student Response
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Activity Synthesis
Invite previously identified students to share the method they used to find how many more students chose nachos than chose popcorn.
As needed, record student methods using equations.
Consider asking:
“How are these methods the same? How are they different?”
“How does the method work? Why does each method find the same value?”


aligns: no