few_shots: Example 1:
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.


Standard options: 
A. 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.
B. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
C. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
D. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
E. Fluently add and subtract within 5.


Your response:
Thought: This task involves representing addition with objects such as number cards and dice.
Answer: A

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} $

Standard options: 
A. 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.
B. 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.
C. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
Thought: By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.
Answer: B

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?


Standard options: 
A. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
B. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
C. Fluently multiply multi-digit whole numbers using the standard algorithm.


Your response:
Thought: 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.
Answer: C

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K

im_task_000157

3

fl_problem_000674

5
options: Analyze and solve pairs of simultaneous linear equations.

Solve linear equations in one variable.
problem_activity: Activity
In this activity, students examine equations with one variable to determine the number of solutions. In the associated Algebra lesson, students will find the number of solutions for a system of equations. In the discussion after this activity, students are asked to look for ways they can connect the number of solutions to the equation without solving.
Launch
Arrange students in groups of 2.
Demonstrate that there are three options for the number of values that make a linear equation true.
One. For example,
\(x+1 = 3\)
is only true when
\(x = 2\)
and not true for any other value of
\(x\)
.
Zero. For example,
\(x + 1 = x\)
is not true for any value of
\(x\)
.
Infinite. For example
\(x + 1 = x + 1\)
is true for any value of
\(x\)
.
Tell students that they do not need to solve any of the equations, although rewriting the equations in other forms may help students recognize the number of solutions.
Student Facing
How many values of
\(x\)
make each equation true?
\(3x + 1 = 10\)
\(2x + 12 = 2x + 10 + 2\)
\(2x = x + 2\)
\(3(x+4) = 3x + 4\)
\(\frac{2x+6}{2} = x + 6\)
\(0 = 0\)
\(x + 3x - 4 = 7(x - \frac{4}{7})\)
\(0 = 6\)
With your partner, discuss what you notice about the equations based on the number of solutions they have.
Student Response
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Activity Synthesis
The purpose of the discussion is to recognize ways to determine the number of solutions from an equation without solving. Select students to share their answers as well as what they noticed during their discussions.
To continue the discussion, consider asking:
"What do you notice about equations that have one solution?" (On each side of the equation, there are different number of
\(x\)
variables.)
"Is there a way to know whether there will be infinite or no solutions based on the original equation?" (When each side of the equation has the same number of
\(x\)
variables and the constants are also equal, there will be infinite solutions. When each side of the equation has the same number of
\(x\)
variables and the constants are not equal, there will be no solution.)


correct_option_index: 1