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: 
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.

shot_info: im_task_001477_pos_0

K

im_task_000157_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
problem_activity: Activity
The purpose of this activity is to understand that the division facts for rational numbers are simply a consequence of the multiplication done previously. Students work several numerical examples relating multiplication to division, and then articulate a rule for the sign of a quotient based on the signs of the dividend and divisor (MP8).
Monitor for students who identify and describe the rule clearly.
Launch
Remind students that we can rearrange division equations to be multiplication equations, and vice versa. It may be useful to demonstrate with positive numbers if students struggle to recall this. For example, ask how we could rewrite
\(10 \div 2 = 5\)
as a multiplication equation. Students can also reference the multiplication table from a previous lesson, if needed.
Arrange students in groups of 2. Give students 4 minute of quiet work time followed by 2 minutes of partner discussion, then follow with whole-class discussion.
Engagement: Develop Effort and Persistence.
Connect a new concept to one with which students have experienced success. For example, reference examples from the previous lesson on signed multiplication to provide an entry point into this activity.
Supports accessibility for: Social-emotional skills; Conceptual processing
Reading: MLR6 Three Reads.
Use this routine to support students’ reading comprehension of the final question. In the first read, students read the text with the goal of understanding what the situation is about (e.g., Han and Clare are walking toward each other). In the second read, ask students to name the important quantities (e.g., Han’s velocity, Clare’s velocity, each person's distance from 0 in feet, elapsed time in seconds). After the third read, ask students to brainstorm possible strategies to determine where each person will be 10 seconds before they meet up, and when each person will be
\(-10\)
feet from the meeting place. This will help students connect the language in the word problem with the reasoning needed to solve the problem.
Design Principle(s): Support sense-making
Student Facing
Find the missing values in the equations
\(\text-3 \boldcdot 4 = \text{?}\)
\(\text-3 \boldcdot \text{?} = 12\)
\(3 \boldcdot \text{?} = 12\)
\(\text{?} \boldcdot \text-4 = 12\)
\(\text{?} \boldcdot 4 = \text-12\)
Rewrite the unknown factor problems as division problems.
Complete the sentences. Be prepared to explain your reasoning.
The sign of a positive number divided by a positive number is always:
The sign of a positive number divided by a negative number is always:
The sign of a negative number divided by a positive number is always:
The sign of a negative number divided by a negative number is always:
Han and Clare walk towards each other at a constant rate, meet up, and then continue past each other in opposite directions. We will call the position where they meet up 0 feet and the time when they meet up 0 seconds.
Han's velocity is 4 feet per second.
Clare's velocity is -5 feet per second.
Where is each person 10 seconds before they meet up?
When is each person at the position -10 feet from the meeting place?
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
It is possible to make a new number system using
only
the numbers 0, 1, 2, and 3. We will write the symbols for multiplying in this system like this:
\(1 \otimes 2 = 2\)
. The table shows some of the products.
| \(\otimes\) | 0 | 1 | 2 | 3 |
|-------------|---|---|---|---|
|      0      |   |   |   |   |
|      1      |   |   |   |   |
|      2      |   |   |   |   |
|      3      |   |   |   |   |
In this system,
\(1 \otimes 3 = 3\)
and
\(2 \otimes 3 = 2\)
. How can you see that in the table?
What do you think
\(2 \otimes 1\)
is?
What about
\(3\otimes 3\)
?
What do you think the solution to
\(3\otimes n = 2\)
is?
What about
\(2\otimes n = 3\)
?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Have students refer to their previous work with signed multiplication to help them with the division statements.
Activity Synthesis
Select students who can articulate and explain what they have learned about the sign of a quotient based on the signs of the dividend and divisor (note that students do not need to use these words, they can just give examples). Highlight that the division facts are simply a consequence of the multiplication done previously. Moving forward, we are going to take these facts to be true for all rational numbers.


aligns: no