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: 
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Answer: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

Example 3:
Concept/skill: 
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Answer: 
No. This problem does not directly teach how side ratios in right triangles lead to definitions of trigonometric ratios. Instead, it involves solving a trigonometric function.

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

fl_problem_001097_neg_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Narrative
The purpose of this activity is for students to compare two numbers in context, to explain or show their reasoning, and record the results of the comparisons with the symbols >, =, or < (MP2). The numbers may be fractions with the same numerator or the same denominator, or a fraction and a whole number.
Students are likely to generate different comparison statements for the same situation. For example, they may write
\(\frac{5}{8} > \frac{3}{8}\)
or
\(\frac{3}{8}<\frac{5}{8}\)
to represent
\(\frac{5}{8}\)
being the greater fraction. During synthesis, discuss how both statements capture the comparison and are valid.
MLR8 Discussion Supports.
Synthesis: As students share the similarities and differences between the representations and comparison statements, use gestures to emphasize what is being described. For example, show with your fingers the partitions such as fourths or eighths that are the same in the representations that are being compared.
Advances: Listening, Representing
Engagement: Provide Access by Recruiting Interest.
Synthesis: Optimize meaning and value. Invite students to share a connection between activity content and their own lives. Ask “How can I use this in my own life?”
Supports accessibility for: Conceptual Processing
Launch
Groups of 2
“Let’s use what we learned about comparing fractions and recognizing equivalent fractions to solve problems about lengths.”
Activity
“Work independently to solve the problems. For each one, be sure to show your thinking and to write a comparison statement.”
6–8 minutes: independent work time
“Share your responses and reasoning with your partner.”
2–3 minutes: partner discussion
Monitor for:
different representations or reasoning strategies used for the same problem, such as diagrams, fraction strips, number lines, or explanations in words
different statements written for the same problem, such as
\(4=\frac{12}{3}\)
and
\(\frac{12}{3}=4\)
, or
\(\frac{2}{3} > \frac{2}{8}\)
and
\(\frac{2}{8} < \frac{2}{3}\)
Student Facing
For each problem:
Answer the question and explain or show your reasoning.
Represent your answer with a statement that uses the symbols >, <, or =.
A beetle crawled
\(\frac{2}{8}\)
of the length of a log. A caterpillar crawled
\(\frac{2}{3}\)
of the length of the same log. Which insect crawled farther?
A grasshopper is 4 centimeters long. A caterpillar is
\(\frac{12}{3}\)
centimeters long. Which insect is longer?
[IMG]
A ladybug crawled
\(\frac{3}{8}\)
the length of a branch. An ant crawled
\(\frac{5}{8}\)
the length of the same branch. Which insect crawled farther?
A grasshopper jumped
\(\frac{5}{8}\)
the width of the sidewalk. A frog jumped
\(\frac{5}{6}\)
the width of the same sidewalk. Which jumped a longer distance?
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
Select 2–3 students to share their reasoning strategies or representations for at least one of the situations.
“How did you use what you’ve learned in earlier lessons to compare fractions?” (If the fractions had the same numerator, I thought about the size of the denominators. If they had the same denominator, I compared the numerators.)
Select students who wrote different but equally valid comparison statements (for instance,
\(\frac{2}{8}<\frac{2}{3}\)
and
\(\frac{2}{3} > \frac{2}{8}\)
) to share.
Discuss how to read each statement and ask students whether both accurately represent the comparison.
Emphasize that we can write comparison statements in more than one way, but we need to check that the statements make sense given the numbers we write and the symbols we use.


aligns: no