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: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

Understand ordering and absolute value of rational numbers.

Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
problem_activity: Activity
The purpose of this task is for students to practice plotting coordinates in all four quadrants and find horizontal and vertical distances between coordinates in a puzzle. In past activities, students have been told the scale for the distance between grid lines, but here they must determine that each grid square has length 2 from the information given.
Digital
Launch
Arrange students in groups of 2. Tell students that they should not assume that each grid box is 1 unit. Give students 10 minutes quiet work time and 2 minutes for partner discussion. Follow with whole-class discussion.
Students using digital materials will be able to create a path through the maze by plotting points with an applet.
Representation: Internalize Comprehension.
Check in with students after the first 2–3 minutes of work time. Check to make sure students have selected appropriate coordinates for the first points of Andre’s route through the maze.
Supports accessibility for: Conceptual processing; Organization
Conversing: MLR5 Co-craft Questions.
Display only the picture of the maze and ask pairs of students to write possible mathematical questions about the situation. This is an opportunity for students to think about and relate to previous questions from previous lessons. Then, invite pairs to share their questions with the class. This helps students produce the language of mathematical questions and talk about the coordinate grid and the points on the maze.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness
Student Facing
The following diagram shows Andre’s route through a maze. He started from the lower right entrance.
[IMG]
What are the coordinates of the first two and the last two points of his route?
How far did he walk from his starting point to his ending point? Show how you know.
Jada went into the maze and stopped at
\((\text-7, 2)\)
.
Plot that point and other points that would lead her out of the maze (through the exit on the upper left side).
How far from
\((\text-7, 2)\)
must she walk to exit the maze? Show how you know.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 2. Tell students that they should not assume that each grid box is 1 unit. Give students 10 minutes quiet work time and 2 minutes for partner discussion. Follow with whole-class discussion.
Students using digital materials will be able to create a path through the maze by plotting points with an applet.
Representation: Internalize Comprehension.
Check in with students after the first 2–3 minutes of work time. Check to make sure students have selected appropriate coordinates for the first points of Andre’s route through the maze.
Supports accessibility for: Conceptual processing; Organization
Conversing: MLR5 Co-craft Questions.
Display only the picture of the maze and ask pairs of students to write possible mathematical questions about the situation. This is an opportunity for students to think about and relate to previous questions from previous lessons. Then, invite pairs to share their questions with the class. This helps students produce the language of mathematical questions and talk about the coordinate grid and the points on the maze.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness
Student Facing
The following diagram shows Andre’s route through a maze. He started from the lower right entrance.
[IMG]
What are the coordinates of the first two and the last two points of his route?
How far did he walk from his starting point to his ending point? Show how you know.
Jada went into the maze and stopped at
\((\text-7, 2)\)
.
Plot that point and other points that would lead her out of the maze (through the exit on the upper left side).
How far from
\((\text-7, 2)\)
must she walk to exit the maze? Show how you know.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
The key idea is that it is possible to find distances and describe situations involving movement using the coordinate plane. This abstraction is important to appreciate because it means we can use numbers (in this case,
pairs
of numbers in the coordinate plane) to model situations that involve distance or movement. This will play a key role in later studies.To highlight these ideas, consider asking:
How were you or your partner able to find the coordinates in the maze? Did you come up with any strategies or shortcuts?
How did you find the distances that Andre and Jada traveled?
What other situations involving movement could be represented with a coordinate plane?
Students may come up with examples like board games, maps, and perhaps even 3-dimensional examples.


correct_option_index: 0