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.


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: 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.

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

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

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

Extend the counting sequence.

Understand the place value system.

Work with numbers 11–19 to gain foundations for 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.

Understand place value.
problem_activity: Narrative
The purpose of this activity is for students to practice adding a one-digit number and a two-digit number in a way that makes sense to them. Students may choose to use methods shared in the previous activity. Give half of the class one-digit numbers and the other half two-digit numbers. Students pair up to create a sum with a two-digit number and a one-digit number. In some problems, the sum will require composing a ten when adding ones to ones. Monitor for students who share ways they make a new ten with connecting cubes or drawings to share in the synthesis.
When students choose a method to add based on the pair of numbers they are adding, they make use of structure and apply regularity in reasoning (MP7, MP8). This could mean counting on when the 1-digit number is small, adding the ones when there is no new ten, and adding on to make a ten if needed.
MLR8 Discussion Supports.
Synthesis: For each method that is shared, invite students to turn to a partner and restate what they heard using precise mathematical language.
Advances: Listening, Speaking.
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Materials to Copy
Add Em' Up Cards (2-digit and 1-digit numbers to 100)
Required Preparation
Create a set of cards from the blackline master for the class.
Launch
Groups of 2
Give students access to connecting cubes in towers of 10 and singles.
Give half of the students one-digit number cards and half of the students two-digit number cards.
Display the student workbook page with the practice round.
“Each person has a card with a number on it. You will find a partner and find the sum of your two numbers. One student should have a one-digit number and the other should have a two-digit number. Let's do one round together.”
Invite one student with each kind of card to share their number.
“Find the sum of the numbers. Show your thinking using drawings, numbers, or words. Then write an equation that shows the value you found.”
2 minutes: independent work time
Share an equation that could be used.
“Now we will all play a few rounds.”
Activity
“Find a partner and find the sum of your numbers.”
5 minutes: partner work time
“Switch cards with your partner and find a new partner.”
Repeat as time allows.
Monitor for students whose sum:
does not require composing a new ten.
requires composing a new ten when adding ones and ones.
Student Facing
Practice Round:
Show your thinking using drawings, numbers, or words.
Equation: __________________________________
[IMG]
Round 1:
Show your thinking using drawings, numbers, or words.
Equation: __________________________________
Round 2:
Show your thinking using drawings, numbers, or words.
Equation: __________________________________
Round 3:
Show your thinking using drawings, numbers, or words.
Equation: __________________________________
Round 4:
Show your thinking using drawings, numbers, or words.
Equation: __________________________________
Round 5:
Show your thinking using drawings, numbers, or words.
Equation: __________________________________
Student Response
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Activity Synthesis
Invite previously identified students to share.
After each student shares, ask “Why did you choose this method?” (Since I was adding only 3, I could count on quickly. The number 9 would take too long to count on so I broke it apart to make a new ten and then added the rest.)


correct_option_index: 3