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: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
problem_activity: Optional activity
In this activity, students compare the surface areas and volumes of three rectangular prisms given nets that are not on a grid. To do this, they need to be able to visualize the three-dimensional forms that the two-dimensional nets would take when folded.
In grade 5, students had learned to distinguish area and volume as measuring different attributes. This activity clarifies and reinforces that distinction.
Launch
Keep students in the same groups of 2–3. Tell students that this activity involves working with both volume and surface area. To refresh students' understanding of volume from grade 5, ask students:
“When we find the volume of a prism, what are we measuring?”
“How is volume different than surface area?”
“How might we find the volume of a rectangular prism?”
Reiterate that volume measures the number of unit cubes that can be packed into a three-dimensional shape and that we can find the number of unit cubes in a rectangular prism by multiplying the side lengths of a prism.
Give students 1–2 minutes to read the task statement and questions. Ask them to think about how they might go about answering each question and to be prepared to share their ideas. Give students a minute to discuss their ideas with their group. Then, ask groups to collaborate: each member should perform the calculations for one prism (A, B, or C). Give students 5–7 minutes of quiet time to find the surface area and volume for their prism and then additional time to compare their results and answer the questions.
Action and Expression: Internalize Executive Functions.
Provide students with a graphic organizer for recording measurements and calculations of surface areas and volumes of the boxes.
Supports accessibility for: Language; Organization
Student Facing
Here are the nets of three cardboard boxes that are all rectangular prisms. The boxes will be packed with 1-centimeter cubes. All lengths are in centimeters.
[IMG]
Compare the surface areas of the boxes. Which box will use the least cardboard? Show your reasoning.
Now compare the volumes of these boxes in cubic centimeters. Which box will hold the most 1-centimeter cubes? Show your reasoning.
Student Response
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Student Facing
Are you ready for more?
Figure C shows a net of a cube. Draw a different net of a cube. Draw another one.  And then another one. How many different nets can be drawn and assembled into a cube?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students should have little trouble finding areas of rectangles but may have trouble keeping track of pairs of measurements to multiply and end up making calculation errors. Suggest that they label each polygon in the net and the corresponding written work and double-check their calculations to minimize such errors.
If students struggle to find the volume of their prism using information on a net, suggest that they sketch the prism that can be assembled from the net and label the edges of the prism.
Students may need a reminder that area is measured in square units and volume is measured in cubic units.
Activity Synthesis
Select a few students to share the surface area and volume of each prism. After each person shares, poll those who worked on the same prism for agreement or disagreement. Record the results on the board.
Invite students to share a few quick observations about the relationship between the surface areas and volumes for these three prisms, or between the amounts of material needed to build the boxes and the number of cubes that they can contain. Discuss questions such as:
“If these prisms are boxes, which prism—B or C—would take more material to build? Which can fit more unit cubes?” (B and C would likely take the same amount of material to build since their surface areas are the same. C has a greater volume than B, so it can fit more unit cubes.)
“Which prism—A or B—would take more material to build? Which can fit more unit cubes?” (A and B can fit the same number of unit cubes but, B would require more material to build.)
“If two prisms have the same surface area, would they also have the same volume? How do you know?” (No, prisms A, B, and C are examples of how two figures with the same volume may not have the same surface area, and vice versa.)
Students will gain more insights into these ideas as they explore squares, cubes, and exponents in upcoming lessons. If students could benefit from additional work on distinguishing area and volumes as different measures, do the optional lesson Distinguishing Between Surface Area and Volume.
Representing, Speaking: MLR8 Discussion Supports.
Use this routine to support the use of mathematical language when comparing surface area and volume. Give students 3–4 minutes to write a response to the following prompt: “If two prisms have the same surface area, their volume will
always/sometimes/never
be the same because . . .” Invite students to discuss their responses with a partner before selecting 1–2 students to share with the whole class. Listen for and call students' attention to how the use of examples and counterexamples can help justify their reasoning.
Design Principle(s): Optimize output (for justification); Support sense-making


aligns: no