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)
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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: 
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.

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standard_description: Read, write, and compare decimals to thousandths.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the How Close center which was introduced in grade 1. In this stage, each student picks 7 cards and chooses 4 of them to create 2 two-digit numbers. Each student adds the numbers and the student whose sum is closest to 100 wins a point for the round. It is recommended that at this point in the year, students begin with a target number of 50 instead of 100 in this stage.
If students are not yet able to make 2 numbers that get close to 50, encourage them to choose 2 cards, make a 2 digit number and represent the number with cubes. Then determine how many more cubes they need to get to 50 and choose the 2 cards that will get closest to that number.
Representation: Internalize Comprehension.
Begin by asking, “Do you remember the game, ‘How Close?’” Invite students to recall strategies that helped them work within 20. Ask them to think about how the game will change when the target is 50.
Supports accessibility for: Memory, Attention, Organization
Required Materials
Materials to Gather
Number cards 0–10
Materials to Copy
How Close? Stage 3 Recording Sheet
Launch
Groups of 2
Give one set of digit cards to each group.
“Today we are going to play another game of How Close. This time we will play Close to 50.”
Display the digit cards at the top of the student page.
“We start with 7 cards again. Think about what cards you would choose to make 2 two-digit numbers that have a sum close to 50.”
1 minute: quiet think time
2-3 minutes: partner work time
Share responses.
“After you make your two-digit numbers, you will write an equation showing the sum.”
Demonstrate writing an equation on the recording sheet.
“Now, we see whose sum is closer to 50. Talk to your partner about how you could figure it out.” (You can count up or back from 50 and see whose number is closer.)
30 seconds: quiet think time
1 minute: partner discussion
“Then you will replace the cards you used and play again.”
Activity
"Now play How Close with your partner."
10 minutes: partner work time
Student Facing
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Activity Synthesis
Display digit cards from the student page.
“Diego made the number 38. What number could Diego make next to get close to 50?”


aligns: no