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: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
problem_activity: Activity
When students are finding values to aid in their method, consider allowing them to research typical values online at hardware websites or search for values that would be useful. If these tools are not available, some values are provided here.
Values that may be useful for students:
Typical (modern) shower heads have a flow rate of 1.9 to 2.5 gallons per minute. Older shower heads (pre-1992) could have flow rates up to 5.5 gallons per minute.
Bath tubs hold approximately 120 to 180 gallons of water when completely filled to the top.
The interior of a typical bath tub has an approximate width of 30 to 32 inches, length of 55 to 60 inches, and depth of 18 to 24 inches.
There are approximately 230 cubic inches in 1 gallon of water.
1 liter of water is 1,000 cubic centimeters.
1 liter is approximately 0.26 gallons
1 inch is 2.54 centimeters.
Typical showers last approximately 11 minutes although during a drought, it is recommended to reduce the time to about 5 minutes. During normal circumstances, some people appreciate much longer showers.
After students have made good progress in the activity, tell them to make a display (e.g. poster) to share their method and results.
This activity can take the rest of the class period, if desired.
Launch
Arrange students in groups of 2–4. Tell them either that they should research relative information and provide access to internet enables devices or tell them that they can ask for information they need.
Action and Expression: Internalize Executive Functions.
To support development of organizational skills, check in with students within the first 2–3 minutes of work time. Check to make sure students have a valid method for comparing the water usage for a bath and a shower prior to allowing them to research typical values of measurements.
Supports accessibility for: Memory; Organization
Student Facing
Describe a method for comparing the water usage for a bath and a shower.
Find out values for the measurements needed to use the method you described. You may ask your teacher or research them yourself.
Under what conditions does a bath use more water? Under what conditions does a shower use more water?
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Activity Synthesis
Allow students to share their displays possibly through a gallery walk or ask them to present to the class. After students have had a chance to explore their work, ask them to share ideas they saw that were interesting and any methods they considered but did not use.
Writing, Representing: MLR7 Compare and Connect.
Use this routine when students present their visual displays. Ask students to consider how comparisons were made between water usage of baths and showers. Draw students’ attention to the relationships between quantities in each situation (e.g., How does the rate of water flow from the shower affect water usage? How does tub size affect the comparison?). Emphasize language used to make sense of strategies used to calculate and compare water usage.
Design Principle(s): Maximize meta-awareness; Support sense-making


aligns: no