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 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.

shot_info: im_task_001477_pos_0

K

im_task_000157_pos_0

3

fl_problem_000674_pos_0

5
standard_description: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
problem_activity: Narrative
In this optional activity, students investigate patterns in multiples of 15 and analyze and describe features of the digits in the tens and ones place. The activity also prompts them to consider why those features exist and to predict whether a given number could be a multiple of 15. The goal here is not to elicit clear justifications, but rather to encourage students to use their understanding of place value and numbers in base-ten to reason more generally about patterns in numerical patterns.
This activity uses
MLR5 Co-craft Questions
. Advances: writing, reading, representing
Launch
Groups of 2
MLR5 Co-Craft Questions
Display only the opening sentence and list of numbers, without revealing the question(s).
“Write a list of mathematical questions that could be asked about this situation.”
2 minutes: independent work time
2–3 minutes: partner discussion
Invite several students to share one question with the class. Record responses.
“What do these questions have in common? How are they different?”
Reveal the task (students open books), and invite additional connections.
“Let’s see what patterns we can find when we count by 15.”
Activity
“Take a few quiet minutes to work on the activity. Afterwards, discuss your responses with your partner.”
5 minutes: independent work time
5 minutes: partner discussion
Monitor for:
the different patterns students notice
the different ways they explain the patterns
the ways students reason about whether 250 could be a number being called out
Student Facing
Elena counted by 15 and recorded the numbers she counted:
15
30
45
60
75
90
Write the next four numbers she’d record if she kept going.
What patterns do you see? Describe as many as you can.
Choose one pattern that you noticed and explain why you think it happens.
Could 250 be a number that Elena calls out if she continued to count by 15? Explain or show your reasoning.
Student Response
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Advancing Student Thinking
To answer the last question, students may try to count up by 15 and see if they would reach 250. Encourage students to see if any of the patterns they noticed could help them answer the question.
Activity Synthesis
Invite students to share the patterns they noticed and their explanations for the patterns. Record them for all to see.
Select other students to share their explanation on whether 250 could be a number that Elena calls said. Highlight explanations that make use of the structure in the numbers.


aligns: no