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:
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:
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:
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: Interpret the parameters in a linear or exponential function in terms of a context.
problem_activity: Activity
If students also use technology to create the tables, they are using appropriate tools strategically (MP5).
Launch
Provide access to graphing technology. Students may need some assistance adjusting their graphing window to see the relevant features of each graph. Either help them set the window before they start to a domain of
\(\text-2 \le x \le 8\)
and range of
\(\text-60 \le y \le 600\)
, or wait until they have attempted to graph at least one function and remind them of what they have learned about changing the graphing window.
Student Facing
Each function represents the amount in a bank account after
\(t\)
weeks.
\(A(t) = 500\)
\(B(t) = 500 + 40t\)
\(C(t) = 500 - 40t\)
\(D(t) = 500 \boldcdot (1.5)^t\)
\(E(t) = 500 \boldcdot (0.75)^t\)
Make a table for each bank account showing the money in the account at 0, 1, 2, and 3 weeks.
Describe in words how the money in the account is changing week by week.
Use technology to create a graph of each function. How can you see your description in each graph?
Student Response
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Activity Synthesis
Focus the discussion on the connection between the equations, descriptions and graphs. Discuss questions such as:
“What do all functions have in common?” (The vertical intercept is 500, each bank account starts with $500)
“How does the money change each week? How do we see this change in the graph?"
“How are
\(B\)
and
\(C\)
the same and different?” (They are the same because they are each linear, and each start with
$
500 and change by
$
40 per week. They are different because B increases and C decreases (or the rate of change is positive versus negative.)
“How are
\(D\)
and
\(E\)
the same and different?” (They are the same because they are each exponential, and each start with
$
500. They are different because
\(D\)
increases and
\(E\)
decreases (or the growth factor is greater than 1 versus less than 1.))


correct_option_index: 0