few_shots: Example:
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} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Use place value understanding and properties of operations to add and subtract.

Work with numbers 11–19 to gain foundations for place value.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Understand place value.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Extend the counting sequence.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Understand the place value system.
problem_activity: Narrative
The purpose of this activity is for students to add 2 two-digit numbers within 100 and show their thinking with equations. Although some students may write each step of their thinking with equations, it is not required that they do so. Students can write one equation that shows the sum and represent their solution pathway in their drawings. In the activity synthesis, students present their method verbally to a new partner.
This activity uses
MLR8 Discussion Supports. Advances: listening, speaking, conversing
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Launch
Groups of 2
Give students access to connecting cubes in towers of 10 and singles.
“We have been learning about different ways to add within 100. You are going to find sums using a method that makes most sense to you for each problem. Record equations to show your thinking.”
Activity
5 minutes: independent work time
“Compare your work with your partner’s. Did you use the same method? Did you represent your method in the same way? How is your work the same? How is it different?"
5 minutes: partner work time
Monitor for a student who wrote equations related to making ten and one who wrote equations related to adding by place.
Student Facing
Find the value of each sum using any method that you want.
Show your thinking using drawings, numbers, or words.
Write equations to represent your thinking.
\(48 + 15\)
\(57 + 36\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
MLR8 Discussion Supports:
Display sentence frames to support students when they explain their method as equations:
“First, I _____ because . . .”
“I noticed _____ so I . . .”
“You are going to explain your method to another student in the class. Practice what you will say with your partner. Use these sentence starters to help you.”
3 minutes: partner discussion
“Find a new partner and explain your method.”
2 minutes: partner discussion


correct_option_index: 0