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:
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:
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:
G

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
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K

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3

fl_problem_000674

5
options: Use properties of operations to generate equivalent expressions.

Multiply and divide within 100.

Represent and solve equations and inequalities graphically.

Understand solving equations as a process of reasoning and explain the reasoning.

Understand and apply properties of operations and the relationship between addition and subtraction.

Rewrite rational expressions.

Understand the connections between proportional relationships, lines, and linear equations.

Add and subtract within 20.

Use the four operations with whole numbers to solve problems.

Generate and analyze patterns.

Work with addition and subtraction equations.

Represent and solve problems involving addition and subtraction.

Write and interpret numerical expressions.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Analyze patterns and relationships.

Represent and analyze quantitative relationships between dependent and independent variables.

Interpret the structure of expressions.

Gain familiarity with factors and multiples.

Understand the relationship between zeros and factors of polynomials.

Use polynomial identities to solve problems.

Perform arithmetic operations on polynomials.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Work with radicals and integer exponents.

Write expressions in equivalent forms to solve problems.

Understand properties of multiplication and the relationship between multiplication and division.

Solve systems of equations.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Reason about and solve one-variable equations and inequalities.

Represent and solve problems involving multiplication and division.

Work with equal groups of objects to gain foundations for multiplication.

Solve equations and inequalities in one variable.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Create equations that describe numbers or relationships
problem_activity: Narrative
The purpose of this activity is for students to build arrays with physical objects and describe the arrays in terms of multiplication. Students focus on where equal groups can be seen in arrays. Students will write expressions and equations to represent arrays in future lessons. In the activity, students are asked to create different arrays with 24 cubes. It is not an expectation of grade 3 for students to find all the arrays for a given number.
When students notice that the rows or columns in an array have the same number of objects and relate this to equal groups, they look for and make use of structure (MP7).
Keep connecting cubes out for the cool-down.
MLR8 Discussion Supports.
Synthesis:
Create a visual display of the various arrays created by the students. As students discuss each array, annotate the display with the language used, such as “array”, “rows”, “columns”, and “equal groups”.
Advances: Speaking, Representing
Representation: Internalize Comprehension.
Synthesis: Invite students to identify what is important or most useful to pay attention to. Display the sentence frame, “The next time I arrange objects in an array, I will remember to . . . .“
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing, Memory
Required Materials
Materials to Gather
Connecting cubes
Required Preparation
Each group of 2 needs 60 cubes.
Launch
Groups of 2
Give each group of 2 students at least 60 connecting cubes.
Activity
7–10 minutes: partner work time
Monitor for students who relate the same number of objects in each row and column in an array to how multiplication expresses equal groups of objects.
Student Facing
Use cubes to make 6 groups of 5.
Arrange them into an array.
Explain or show how the array is related to equal groups.
Count out 20 cubes.
Arrange them into as many arrays as you can.
Explain or show how each array is related to equal groups.
Count out 24 cubes.
Arrange them into as many arrays as you can.
Explain or show how each array is related to equal groups.
Student Response
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Activity Synthesis
Have students share different arrays they made for the last problem.
“Why were you able to create different arrays with 24 objects?” (There are many ways to put 24 things into equal groups.)


correct_option_index: 29