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 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: Rewrite expressions involving radicals and rational exponents using the properties of exponents.
problem_activity: Activity
Students generalize the process for finding the volume of a triangular pyramid, concluding it applies to all pyramids. As they compare cross sections across different solids, they are looking for and making use of structure (MP7).
Launch
Tell students that in this activity, they’ll decide whether their method to find the volume of triangular pyramids extends to other kinds of pyramids and cones.
Engagement: Develop Effort and Persistence.
Connect a new concept to one with which students have experienced success. For example, remind students how to calculate the area of a dilated triangle given the area of the original triangle and a scale factor. Ask students how they can use this method to calculate the area of each of the three cross sections.
Supports accessibility for: Social-emotional skills; Conceptual processing
Student Facing
Each solid in the image has height 6 units. The area of each solid’s base is 10 square units. A cross section has been created in each by dilating the base using the apex as a center with scale factor
\(k=0.5\)
.
[IMG]
Calculate the area of each of the 3 cross sections.
Suppose a new cross section was created in each solid, all at the same height, using some scale factor
\(k\)
. How would the areas of these 3 cross sections compare? Explain your reasoning.
What does this information about cross sections tell you about the volumes of the 3 solids?
Calculate the volume of each of the solids.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
An octahedron is a solid whose faces consist of 8 equilateral triangles. Find the volume of an octahedron with edge length
\(\ell\)
.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may believe the cross sections have area 5 square units rather than 2.5 square units. Remind them that if a two-dimensional figure is dilated by a factor of
\(k\)
, the area is multiplied by
\(k^2\)
. However, the exact value of the area isn’t as important as the concept that the areas are the same for all 3 cross sections.
Activity Synthesis
In the synthesis discussion, help students use the reasoning developed in the task to extend the formula
\(V=\frac13Bh\)
to all pyramids, not just triangular ones. Ask students:
“How did you calculate the volume of the triangular prism?” (Multiplied the area of the base, 10 square units, by the height, 6 units, then multiplied by
\(\frac13\)
to get 20 cubic units.)
“How did you find the volume of the remaining solids?” (The volumes of all the solids are the same.)
“Suppose we didn’t know the actual values of the height or the area of the base, but we knew all the bases had the same area
\(B\)
and the solids all had the same height
\(h\)
. Would all 3 solids still have the same volume?” (Yes. Each set of cross sections would still have the same areas. Instead of
\(10k^2\)
, each cross section would have area
\(Bk^2\)
.)
“Does the expression
\(\frac13 Bh\)
give the volume for
any
pyramid or cone? Why or why not?” (Yes, it does. For any pyramid or cone, we can draw a triangular pyramid with identical volume, the same height, and a base with equal area. We know that
\(\frac13 Bh\)
works for this triangular pyramid, so it also works for the particular pyramid or cone we’re looking at, too.)
Reading, Writing, Speaking: MLR3 Clarify, Critique, Correct.
Before students share their solutions to the last question, present an incorrect answer and explanation. For example, “The volume of the pyramid is 60 cubic units because the volume of a pyramid is the area of the base times the height. The area of the base is 10 square units and the height is 6 units, so the volume is 10 times 6, which is 60.” Ask students to identify the error, critique the reasoning, and write a correct explanation. As students discuss with a partner, listen for students who clarify that the volume of a pyramid is a third of the volume of a prism with a congruent base and equal height. Invite students to share their critiques and corrected explanations with the class. Listen for and amplify the language students use to justify why the volume of the pyramid is 20 cubic units. This will help students evaluate and improve on the written mathematical arguments of others.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness


aligns: no