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: Use the structure of an expression to identify ways to rewrite it. For example, see x^(4) – y^(4 )as (x^(2))^(2 )– (y^(2))^(2), thus recognizing it as a difference of squares that can be factored as (x^(2 )– y^(2))(x^(2 )+ y^(2)).

Interpret expressions that represent a quantity in terms of its context.
problem_activity: Activity
The purpose of this activity is for students to identify why equations are not equivalent. In an associated Algebra 1 lesson, students rewrite equations to express one variable in terms of the other. The work in this activity prepares students to be successful in the associated Algebra 1 lesson by allowing them to gain a deeper understanding of what makes two equations equivalent and to practice making appropriate moves to maintain the balance in an equation.
Student Facing
[IMG]
Tyler is practicing finding different equivalent equations that match the story. For each of the problems below, he gets one equation right but the other equation wrong. For each one, explain the error, give the correct equivalent equation, and explain your reasoning.
Situation: The yogurt at Sweet Delights costs \$0.65 per pound and \$0.10 per topping. The total cost of a purchase was \$1.70. Let
\(p\)
be the weight of the yogurt in pounds and
\(t\)
be the number of toppings bought.
Tyler’s first and correct equation:
\(0.65p+0.10t=1.70\)
Tyler’s second and
incorrect
equation:
\(t= (1.70 - .65p) \boldcdot 0.10\)
What is the error?
What is a correct second equation Tyler could have written?
What might Tyler have been thinking that led to his mistake?
Situation: The perimeter of a rectangle (twice the sum of the length and width) is 13.5 inches. Let
\(l\)
be the length of the rectangle and
\(w\)
be the width of the rectangle.
Tyler’s first and correct equation:
\(2(l + w) = 13.5​​​​​​​​​​​​​​\)
Tyler’s second and
incorrect
equation:
\(w = 13.5 - 2l\)
What is the error?
What is a correct second equation Tyler could have written?
What might Tyler have been thinking that led to his mistake?
Situation: For a fundraiser, a school is selling flavored waters for \$2.00 each and pretzels for \$1.50 each. The school has a fundraising goal of \$200. Let
\(w\)
be the number of waters sold and
\(p\)
be the number of pretzels sold.
Tyler’s first and correct equation:
\(2w + 1.5p = 200\)
Tyler’s second and
incorrect
equation:
\(1.5p = 198w\)
What is the error?
What is a correct second equation Tyler could have written?
What might Tyler have been thinking that led to his mistake?
Student Response
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Activity Synthesis
The purpose of this discussion is to reinforce the concept that different equations can represent the same relationship.
Display the school fundraiser situation from the practice activity for all to see.
Here are discussion questions:
What are some of the true equations that describe the school fundraiser situation? (
\(2w + 1.5p = 200, w = 100 - 0.75p, p = \frac{200 - 2w}{1.5}\)
)
What can be seen in each equation students share, and why might these equations be useful? (
\(2w + 1.5p = 200\)
shows how the water and pretzel revenue should equal
$
200. The other two equations help if you want to know how many waters you need to sell or how many pretzels you need to sell, if you know the other amount.)
Explain that because all these equations describe the same relationship, just in different ways, they are
equivalent
. Discuss how equivalent equations can be found by thinking about the situation in different ways, as well as by applying acceptable moves for solving equations, such as adding the same amount to each side or multiplying each side by the same amount.


correct_option_index: 0