few_shots: Example 1:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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.


Mathematical concept/skill options: 
A. Write and interpret numerical expressions.
B. Generate and analyze patterns.
C. Analyze patterns and relationships.
D. Use properties of operations to generate equivalent expressions.
E. Use the four operations with whole numbers to solve problems.
F. Work with radicals and integer exponents.
G. Solve systems of equations.
H. Represent and solve problems involving multiplication and division.
I. Perform arithmetic operations on polynomials.
J. Understand the relationship between zeros and factors of polynomials.
K. Understand properties of multiplication and the relationship between multiplication and division.
L. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
M. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
N. Use polynomial identities to solve problems.
O. Apply and extend previous understandings of arithmetic to algebraic expressions.
P. Rewrite rational expressions.
Q. Interpret the structure of expressions.
R. Add and subtract within 20.
S. Analyze and solve linear equations and pairs of simultaneous linear equations.
T. Represent and analyze quantitative relationships between dependent and independent variables.
U. Solve equations and inequalities in one variable.
V. Create equations that describe numbers or relationships
W. Reason about and solve one-variable equations and inequalities.
X. Represent and solve equations and inequalities graphically.
Y. Understand solving equations as a process of reasoning and explain the reasoning.
Z. Understand and apply properties of operations and the relationship between addition and subtraction.
AA. Gain familiarity with factors and multiples.
AB. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
AC. Work with addition and subtraction equations.
AD. Multiply and divide within 100.
AE. Work with equal groups of objects to gain foundations for multiplication.
AF. Represent and solve problems involving addition and subtraction.
AG. Write expressions in equivalent forms to solve problems.
AH. Understand the connections between proportional relationships, lines, and linear equations.


Your response:
Thought: This task teaches students to understand addition as putting together counters, or adding to already placed counters.
Answer: AB

Example 2:
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

Example 3:
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?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. 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.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. 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.
I. Use place value understanding and properties of operations to add and subtract.


Your response:
Thought: This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.
Answer: G

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K

im_task_000157

3

fl_problem_000674

5
options: Understand the connections between proportional relationships, lines, and linear equations.

Add and subtract within 20.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Gain familiarity with factors and multiples.

Perform arithmetic operations on polynomials.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Analyze patterns and relationships.

Represent and solve equations and inequalities graphically.

Solve equations and inequalities in one variable.

Use polynomial identities to solve problems.

Interpret the structure of expressions.

Write and interpret numerical expressions.

Use the four operations with whole numbers to solve problems.

Multiply and divide within 100.

Understand the relationship between zeros and factors of polynomials.

Understand and apply properties of operations and the relationship between addition and subtraction.

Reason about and solve one-variable equations and inequalities.

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving addition and subtraction.

Create equations that describe numbers or relationships

Represent and analyze quantitative relationships between dependent and independent variables.

Use properties of operations to generate equivalent expressions.

Work with radicals and integer exponents.

Understand solving equations as a process of reasoning and explain the reasoning.

Generate and analyze patterns.

Solve systems of equations.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Represent and solve problems involving multiplication and division.

Work with equal groups of objects to gain foundations for multiplication.

Understand properties of multiplication and the relationship between multiplication and division.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Rewrite rational expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with addition and subtraction equations.
problem_activity: Narrative
The purpose of this activity is for students to find all the possible pairs of whole-number side lengths given the area of a rectangle. Each group is assigned 2 areas for which they find all the possible rectangles. They draw and cut out the possible rectangles with that area. In the next activity, they will display the rectangles in a gallery walk. To find all possible rectangles with a given area, students may use tiles but they may also start to observe patterns such as if there are an even number of rows then the number of tiles in the rectangle is an even number (MP7).
Areas to assign (in square units):
Group A: 11, 27
Group B: 25, 5
Group C: 16, 8
Group D: 9, 18
Group E: 24, 12
Group F: 14, 28
Group G: 15, 30
Group H: 19, 20
This activity uses
MLR7 Compare and Connect
. Advances: representing, conversing.
Engagement: Provide Access by Recruiting Interest.
Students may benefit from 2–3 minutes of independent work time to make sense of and begin the task before joining a group.
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing
Required Materials
Materials to Gather
Glue or tape
Inch tiles
Scissors
Tools for creating a visual display
Materials to Copy
Centimeter Grid Paper - Standard
Required Preparation
Each of the 8 groups needs tools for creating a visual display.
Launch
8 groups
Give each group access to inch tiles, grid paper, poster paper, scissors, and glue.
Activity
MLR7 Compare and Connect
“You are going to be given 2 numbers. Each number represents the area of a rectangle. With your group, draw all the possible rectangles with that area and create a poster for each area. Inch tiles are available if you find them helpful.”
“Your poster should show the rectangles with each of your assigned areas. Include details such as area and side lengths to help others understand your thinking.”
Assign each group 2 area values.
15 minutes: small-group work time
Student Facing
Your teacher will assign 2 numbers to your group. Each number represents the area of a rectangle.
On grid paper:
Draw all the possible rectangles that have the given area.
Label the area and the side lengths.
Use each pair of side lengths only once.
(For example, if you draw a rectangle with 4 units across and 6 units down, you don’t need to also draw a rectangle with 6 units across and 4 units down because they have the same pair of side lengths.)
When you think you've drawn all the possible rectangles for both areas, cut out your rectangles and put them on a poster for each area you were assigned.
Display your poster for all to see.
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Student Response
Teachers with a valid work email address can
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Advancing Student Thinking
Students may list only some of the factor pairs for a given number. Consider asking: “Are there any other rectangles you can draw?” or “How can you be sure that you have drawn all of the possible rectangles?”
Activity Synthesis
“Before we walk around and look at all the posters, take a minute to reflect on the numbers you worked with. What did you notice and wonder as you worked on this activity?”
1–2 minutes: quiet think time


correct_option_index: 3