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: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
problem_activity: Activity
The purpose of this activity is to review how to create a scatter plot using technology and come up with a function to model the data. This work is similar to the work in the associated Algebra 1 lesson, but includes more explicit instructions and steps toward analyzing data and choosing an appropriate model (MP4).
Launch
Display the table of data for all to see, and ask students whether they think a linear or exponential model would be a better fit for this data. After a minute of quiet think time, ask a few students to share their reasoning.
If needed, demonstrate using graphing technology to input the given data and create a scatter plot.
If the graphing technology platform you are using allows it, consider showing students how to create sliders. In Desmos, simply type
\(y=mx+c\)
in the expressions list, and then click “all” to add sliders for both
\(m\)
and
\(c\)
. You may need to adjust the maximum value of one or both sliders to be able to use them to create a good model for this data.
Student Facing
In the spring, an agave plant sends up a flower spike. Here are some data collected from an agave plant in a garden in Tucson, AZ, starting on April 2:
[IMG]
| day | height in inches |
|-----|------------------|
|  0  |        17        |
|  1  |        23        |
|  2  |        29        |
|  3  |        37        |
|  4  |        45        |
|  5  |        52        |
|  6  |        62        |
|  7  |        70        |
|  8  |        80        |
Use graphing technology to create a scatter plot, using days as the first coordinate and height as the second coordinate.
Would a linear or exponential model be a better fit for this data?
Create a function that is a good model for the data. If you chose an exponential model, start with the equation
\(y=a \boldcdot b^x\)
and select values for
\(a\)
and
\(b\)
. If you chose a linear model, start with the equation
\(y=mx+c\)
, and select values for
\(m\)
and
\(c\)
.
Graph your equation on that same coordinate plane as your scatter plot. Adjust the numbers you used in the equation to improve your model.
Explain what each number in your equation means in this situation.
Use your model to predict the height of the flower spike on day 10.
Describe any limitations on the domain of the function modeling the data.
Student Response
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for free access to Student Response.
Activity Synthesis
Display the scatter plot using technology. Explore some of the different equations students used as a model. Discuss which model is the better fit, and what makes a model a good fit. Invite students to share their responses to the last three questions.


aligns: no