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: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
problem_activity: Activity
This activity addresses the common misconception that if a figure is dilated by a factor of
\(k\)
, the image’s area also changes by a factor of
\(k\)
. As students decide which response (if either) they agree with, they are critiquing the reasoning of others (MP3).
Launch
Writing, Listening, Conversing: MLR1 Stronger and Clearer Each Time.
Use this routine to help students improve their written responses for the first question. Give students time to meet with 2–3 partners to share and receive feedback on their responses. Display feedback prompts that will help students strengthen their ideas and clarify their language. For example, “How is the area of the triangle affected when it is dilated by a factor of
\(k=0.25\)
?” or “How do you know that the area of the dilated triangle is 6.25 square inches?” Invite students to go back and revise or refine their written responses based on the feedback from peers. This will help students justify their reasoning for why the area of the triangle is multiplied by
\(k^2\)
when dilated by scale factor
\(k\)
.
Design Principle(s): Optimize output (for explanation); Cultivate conversation
Representation: Access for Perception.
Read the task statement aloud. Students who both listen to and read the information will benefit from extra processing time. Check for understanding by inviting students to rephrase the problem in their own words.
Supports accessibility for: Language
Student Facing
A triangle has area 100 square inches. It’s dilated by a factor of
\(k=0.25\)
.
Mai says, “The dilated triangle’s area is 25 square inches.”
Lin says, “The dilated triangle’s area is 6.25 square inches.”
For each student, decide whether you agree with their statement. If you agree, explain why. If you disagree, explain what the student may have done to arrive at their answer.
Calculate the area of the image if the original triangle is dilated by each of these scale factors:
\(k=9\)
\(k=\frac34\)
Student Response
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Anticipated Misconceptions
Students may believe they can’t calculate the area of the dilated triangle if they don’t have its dimensions. Remind them of the two approaches highlighted in the warm-up and ask if either of those applies here.
Activity Synthesis
Here are some questions for discussion:
“Why didn’t we need the dimensions of the original triangle to calculate the area of the dilated triangle?” (We could multiply
\(k^2\)
by the original triangle’s area.)
“What are some different ways to deal with the scale factor
\(\frac34\)
?” (We can square the fraction to get
\(\left(\frac34 \right)^2 = \frac{9}{16}\)
, then multiply that fraction by the area. Or, we can divide 3 by 4 to get 0.75, square that to get 0.5625, then multiply that by 100.)


correct_option_index: 0