few_shots: 
Example 1:
Concept/skill: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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: 
No. Though this task involves addition, it does not involve any word problems.

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.

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standard_description: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
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 play a game that enables them to practice using strategies and algorithms to subtract within 1,000. Students decide whether they will try to make the smallest or greatest difference, then spin a paper clip on a spinner to generate two three-digit numbers. Students use their choice of strategy or algorithm to subtract the numbers.
When students use place value to create a pair of numbers with a specific type of difference, they are looking for and making use of structure (MP7).
Required Materials
Materials to Gather
Paper clips
Pencils
Materials to Copy
Greatest Difference, Smallest Difference
Required Preparation
Each group of 2 will need a paper clip.
Launch
Groups of 2
Give each group 1 copy of Greatest Difference, Smallest Difference.
“Take a minute and read the directions to the game with your partner.”
1 minute: partner work time
Play one round of the game against the class to illustrate how the game should be played.
“Are there any questions about the game?”
Answer any questions students have about the game.
Activity
“Now, take some time and play the game with your partner.”
7–10 minutes: partner work time
Student Facing
Decide with your partner whether you will try to make the greatest difference or smallest difference.
Take turns spinning and recording a digit in the hundreds, tens, or ones place. Continue until your numbers are complete.
Find the difference.
Compare your values.
Write a comparison using >, <, or =.
Play again.
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Student Response
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Activity Synthesis
Display: 601 and 398
“If these were the numbers you made, how would you find the difference and why?” (Sample responses: I would count up because 398 is so close to 400. I would use an algorithm because I know that if I follow the steps it would work every time.)


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