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: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
problem_activity: Activity
In this task, students practice finding unit prices, using different reasoning strategies, and articulating their reasoning. They also learn about the term “at this rate.”
As students work, observe their work and then assign one problem for each group to own and present to the class. (The problems can each be assigned to more than one group). Have them work together to create a visual display of their problem and its solution.
Teacher Notes for IM 6–8 Accelerated
Adjust this activity to 10 minutes.
In the launch, adjust the displayed problem to: “Pizza costs
$
10 for 8 slices. At this rate, how much will 6 slices cost?” During the discussion of the phrase “at this rate,” ask students to outline a method for solving the problem. Highlight any methods that determine the cost for 1 slice of pizza. Tell students that the price for 1 item is called the
unit price
and can be described using the word “per.” For example, “This pizza costs
$
1.25 per slice.”
Tell students to omit the last question in which they create a visual display.
Digital
Launch
Arrange students in groups of 3–4. Provide tools for creating a visual display and access to rulers. Explain that they will work together to solve some shopping problems, run their work by you, and prepare to present an assigned problem to the class. Tell students that they can use double number lines if they wish.
Display the problem and read it aloud: Pizza costs
$
1.25 per slice. At this rate, how much will 6 slices cost?
Ask students what they think “at this rate” means in the question. Ensure they understand that “at this rate” means we know that equivalent ratios are involved:
The ratio of cost to number of slices is
$
1.25 to 1. That is, pizza costs
$
1.25 per slice.
The ratio of cost to number of slices is
something
to 6. That is, pizza costs
something
for 6 slices.
The
something
is the thing we are trying to figure out, and “at this rate” tells us that the two ratios in this situation are equivalent. Another way to understand “at this rate” in this context is “at this price per unit” and that the price per unit is the same no matter how many items or units are purchased.
Discuss any expectations for the group presentation. For example, each group member might be assigned a specific role for the presentation.
If students have digital access, they can use an applet to explore the problems and justify their reasoning before preparing their presentations.
Student Facing
Four bags of chips cost
$
6.
What is the cost per bag?
At this rate, how much will 7 bags of chips cost?
At a used book sale, 5 books cost
$
15.
What is the cost per book?
At this rate, how many books can you buy for
$
21?
Neon bracelets cost
$
1 for 4.
What is the cost per bracelet?
At this rate, how much will 11 neon bracelets cost?
Pause here so your teacher can review your work.
Your teacher will assign you one of the problems. Create a visual display that shows your solution to the problem. Be prepared to share your solution with the class.
Here is an applet you may use if you choose to.
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 3–4. Provide tools for creating a visual display and access to rulers. Explain that they will work together to solve some shopping problems, run their work by you, and prepare to present an assigned problem to the class. Tell students that they can use double number lines if they wish.
Display the problem and read it aloud: Pizza costs
$
1.25 per slice. At this rate, how much will 6 slices cost?
Ask students what they think “at this rate” means in the question. Ensure they understand that “at this rate” means we know that equivalent ratios are involved:
The ratio of cost to number of slices is
$
1.25 to 1. That is, pizza costs
$
1.25 per slice.
The ratio of cost to number of slices is
something
to 6. That is, pizza costs
something
for 6 slices.
The
something
is the thing we are trying to figure out, and “at this rate” tells us that the two ratios in this situation are equivalent. Another way to understand “at this rate” in this context is “at this price per unit” and that the price per unit is the same no matter how many items or units are purchased.
Discuss any expectations for the group presentation. For example, each group member might be assigned a specific role for the presentation.
If students have digital access, they can use an applet to explore the problems and justify their reasoning before preparing their presentations.
Student Facing
Four bags of chips cost
$
6.
What is the cost per bag?
At this rate, how much will 7 bags of chips cost?
At a used book sale, 5 books cost
$
15.
What is the cost per book?
At this rate, how many books can you buy for
$
21?
Neon bracelets cost
$
1 for 4.
What is the cost per bracelet?
At this rate, how much will 11 neon bracelets cost?
Pause here so your teacher can review your work.
[IMG]
Your teacher will assign you one of the problems. Create a visual display that shows your solution to the problem. Be prepared to share your solution with the class.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
The first and third questions involve using decimals to represent cents. If the decimal point is forgotten, remind students that the cost of the bracelet is less than one dollar, and the cost of the chips is in between one and two dollars.
Watch for students working in cents instead of dollars for the bracelets. They may come up with an answer of 275 cents. For these students, writing 25 cents as \$0.25 should help, or consider reminding them of the avocados from a previous activity, which had a unit price of \$0.50.
Activity Synthesis
Invite each group to present its assigned problem. After each group presents, highlight the group’s strategy, accurate uses of the terms “at this rate” and “per,” and the ways in which a double number line might have been used when working with unit price.


correct_option_index: 1