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: 
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.

shot_info: im_task_001477_pos_0

K

im_task_000157_neg_0

3

fl_problem_000674_pos_0

5
standard_description: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
problem_activity: Task
Unlike many elections for public office where a person is elected strictly based on the results of a popular vote (i.e., the candidate who earns the most votes in the election wins), in the United States, the election for President of the United States is determined by a process called the Electoral College.  According to the National Archives, the process was established in the United States Constitution "as a compromise between election of the President by a vote in Congress and election of the President by a popular vote of qualified citizens." (http://www.archives.gov/federal-register/electoral-college/about.html accessed September 4, 2012).
Each state receives an allocation of electoral votes in the process, and this allocation is determined by the number of members in the state's delegation to the US Congress.  This number is the sum of the number of US Senators that represent the state (always 2, per the Constitution) and the number of Representatives that represent the state in the US House of Representatives (a number that is directly related to the state's population of qualified citizens as determined by the US Census). Therefore the larger a state's population of qualified citizens, the more electoral votes it has.  Note: the District of Columbia (which is not a state) is granted 3 electoral votes in the process through the 23rd Amendment to the Constitution.
The following table shows the allocation of electoral votes for each state and the District of Columbia for the 2012, 2016, and 2020 presidential elections. (http://www.archives.gov/federal-register/electoral-college/allocation.html accessed September 4, 2012).
[IMG]
Which state has the most electoral votes?  How many votes does it have?
Based on the given information, which state has the second highest population of qualified citizens?
Here is a dotplot of the distribution.
[IMG]
What is the shape of this distribution: skewed left, symmetric, or skewed right?
Imagine that someone you are speaking with is unfamiliar with these shape terms. Describe clearly and in the context of this data set what the shape description you have chosen means in terms of the distribution.
Does the dotplot lead you to think that any states are outliers in terms of their number of electoral votes? Explain your reasoning, and if you do believe that there are outlier values, identify the corresponding states.
What measure of center (mean or median) would you recommend for describing this data set? Why did you choose this measure?
Determine the value of the median for this data set (electoral votes).


aligns: no