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)
[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: 
No. Though this task involves addition, it does not involve any word problems.

Example 2:
Concept/skill: 
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:
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: 
Yes. By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.

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: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
problem_activity: Activity
The mathematical goal of this activity is for students to collect and summarize data from an experiment. Students will measure their heart rate after doing a light exercise and use the difference from their resting heart rate as data to analyze in a later activity.
Launch
Arrange students in the 2 groups created at random in the activity
Get Ready to Experiment
. Tell students, “One group will count out loud while exercising and the other group will remain silent while exercising. Everyone will take their pulse silently after the exercising is finished.” For the exercise, consider asking the students to do 30 jumping-jacks or running in place for 1 minute. The intensity should be such that it raises student heart rates quickly without making them overly sweaty. Adjust the time or level of exercise to meet the needs of your class.
Action and Expression: Internalize Executive Functions.
Provide students with a template so they can fill in the data for their heart rate and calculations. For example, include a line for each item students should record (resting heart rate, group, exercise heart rate for 10 seconds, multiply by 6 for beats per minute, exercise heart rate minus resting heart rate).
Supports accessibility for: Language; Organization
Student Facing
Does counting while exercising affect your heart rate? Let’s perform an experiment to find out.
Your teacher will help divide you into two groups and lead the exercise. If you are selected to be in the group that will count during the exercise, count out loud together with your group while you do the exercise. If you are selected to be in the group that will remain silent during the exercise, remain quiet.
Immediately following the exercise, measure your heart rate again. Count the number of beats in ten seconds and multiply the result by 6 to get your heart rate in beats per minute. Record this result. Find the difference in heart rate by subtracting your heart rate after exercise from the resting heart rate you found during the warm-up.
Student Response
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Activity Synthesis
Collect the differences in heart rate from each student and keep them separated by groups. Display the results for all to see. These results will be used later in the lesson.
The goal of this discussion is for students to think about how to analyze the data from the two groups. Here are some questions for discussion:
“How could you graphically represent the data?” (You could make a histogram showing the distribution of the data from each group.)
“What are some ways you could analyze the data?” (You could calculate and compare the mean and standard deviation of each data set, or compare the shapes of the two histograms.)
“How would you find a randomization distribution for this data?” (You could record all of the values in a spreadsheet then choose half of them at random to be the counting group and the other half to be the silent group. Then you would find the means of those two groups and subtract them. You would repeat this many times.)


aligns: no