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.


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: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

Understand the relationship between numbers and quantities; connect counting to cardinality.
problem_activity: Narrative
The purpose of this activity is for students to learn a new variation of stage 2 of the Math Stories center. Students use two-color counters to act out and tell stories involving addition or subtraction with the background mats. Students use objects or drawings to represent and solve the story problem that is told to them by their partner.
After they participate in the center, students choose from any stage of previously introduced centers.
Bingo
Math Fingers
Subtraction Towers
5-frames
Counting Collections
Required Materials
Materials to Gather
Materials from previous centers
Two-color counters
Materials to Copy
Math Stories Stage 2 Recording Sheet
Math Stories Stage 2 Backgrounds
Required Preparation
Each group of 2 needs 10 two-color counters.
Gather materials from:
Bingo, Stages 1-3
Math Fingers, Stages 1-3
Math Stories, Stages 1 and 2
Subtraction Towers, Stage 1
5-frames, Stages 1 and 2
Counting Collections, Stage 1
Launch
Groups of 2
Give each group of students 10 two-color counters and a set of background mats. Give each student a recording sheet.
“We are going to learn a new way to do the Math Stories center.”
Display the background mat with a playground.
“This time I need to think of a story to go with the background mat. I also need to think of a question to ask at the end of the story.”
“My story is: 6 kids were playing on the rings. Then 2 of the kids left to go play on the slide.”
“What question can I ask at the end of my story?” (How many kids are still playing on the rings?)
30 seconds: quiet think time
Share responses.
“Now I’ll tell my partner my story and ask the question.”
“You can use the background mats to help you act out the story if it is helpful. You can also draw a picture on the recording sheet. Write a number to show the answer to the story problem.”
“Take turns telling story problems to go with the background mats. Remember to include a question for your partner at the end of your story problem.”
Activity
8 minutes: partner work time
“Now you can choose another center. You can also continue playing Math Stories.”
Display the center choices in the student book.
Invite students to work at the center of their choice.
8 minutes: center work time
If time, invite students to choose another center.
Student Facing
Choose a center.
Bingo
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Math Fingers
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Subtraction Towers
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5-frames
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Math Stories
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Counting Collections
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Activity Synthesis
Invite 2 students to share different story problems about the same background mat.
As each student shares, record the action with words and numbers and an expression. For example: “3 and 6” and “
\(3 + 6\)
”.
“What was the same about the stories? What was different?”


correct_option_index: 0