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 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_neg_0

K

im_task_000157_pos_0

3

fl_problem_000674_pos_0

5
standard_description: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
problem_activity: Activity
In the previous lesson, students learned the definition of amplitude and midline by examining sine graphs produced to model the vertical position of a point on a rotating windmill. This activity keeps the windmill context and asks students to interpret both cosine and sine equations. They will need to focus on three different aspects of the equations:
The amplitude of the sine graph (length of the windmill blade)
The midline of the sine graph (height of the center of the windmill blades)
The direction the windmill spins (clockwise or counterclockwise).
Launch
Arrange students in groups of 2. Display an image of the blades of a windmill for all to see, such as this one from a previous lesson:
[IMG]
Tell students that these blades extend 4 meters from the center and that the center of the windmill is 20 meters off the ground. The windmill rotates counterclockwise.
Ask students to write an equation to represent the height in meters of the point
\(W\)
, relative to the ground, as a function of the angle
\(\theta\)
of rotation (
\(h = 4\sin(\theta) + 20\)
). Select 2–3 students to share how they wrote their equation. Tell them that in this activity they are going to work the opposite direction. That is, they are going to start with an equation giving the vertical position of a point
\(W\)
at the tip of a windmill blade and use it to describe the windmill.
Conversing: MLR8 Discussion Supports.
Use this routine to help students describe the three different windmills based on their equations. In their groups of 2, invite Partner A to begin with this sentence frame: “The windmill _____ because . . .”  and “The positive of negative sign tells me _____ because . . . .” Invite the listener, Partner B, to press for additional details and ask clarifying questions, such as “What is the amplitude of the windmill?” and “What is the midline of the windmill?” Students should switch roles for each equation. This will help students interpret sine equations in the context of a windmill by referring to specific features of the equations.
Design Principle(s): Support sense-making; Cultivate conversation
Representation: Access for Perception.
Provide students with a physical copy of the image displayed and information provided during the Launch. Check for understanding by inviting students to rephrase the information in their own words. Invite students to label the image based on the information provided. Keep the display of the image and information visible throughout the activity.
Supports accessibility for: Language; Memory
Student Facing
Here are three equations for three different windmills. Each equation describes the height
\(h\)
, in feet above the ground, of a point at the tip of a blade of a different windmill. The point is at the far right when the angle
\(\theta\)
takes the value 0. Describe each windmill and how it is spinning.
\(h = 2.5 \sin(\theta) + 10\)
\(h = \frac{4}{5} \sin(\theta) + 3\)
\(h = \text-1.5 \sin(\theta) + 5\)
Student Response
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for free access to Student Response.
Anticipated Misconceptions
If students struggle with the negative amplitude in the final question, encourage them to substitute in a few angle values
\(\theta\)
and plot them.
Activity Synthesis
Display the 3 equations for all to see. Begin the discussion by asking, “What is the midline and amplitude of each function and what do these values mean in this context?” (The midline is the height of windmill blades’ center and the amplitude is the length of the blades.) Record student responses next to the equations.
Ask students how they interpreted the sign in front of the sine on the last equation (it means that the windmill is spinning in the clockwise direction as the angle
\(\theta\)
increases). To help students visualize the impact of the negative sign in front of the expression, note that while
\(\sin(\theta)\)
increases from 0 to 1 as
\(\theta\)
increases from 0 to
\(\frac{\pi}{2}\)
,
\(\text-\sin(\theta)\)
decreases from 0 to -1 as
\(\theta\)
increases from 0 to
\(\frac{\pi}{2}\)
. In terms of the windmill, this would mean that instead of going toward the highest spot on its circle of rotation, the point
\(W\)
begins by going to the lowest spot on its circle of rotation. This means that the windmill is rotating in a clockwise direction instead of a counterclockwise direction.


aligns: no