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 square root and cube root symbols to represent solutions to equations of the form x^(2) = p and x^(3) = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that Ö2 is irrational.

Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^(2) × 3^(–5) = 3^(–3) = 1/3^(3) = 1/27.

Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.

Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger.
problem_activity: Activity
The goal of this activity is to help students flexibly transition between different notations for powers of 10 and introduce the property of multiplication of values with the same base. Students observe that
\(10^n \boldcdot 10^m = 10^{n+m}\)
for values of
\(n\)
and
\(m\)
that are positive integers. The second question hints at the reasoning that will extend exponent rules to include zero exponents, but students will investigate that more deeply in a later lesson.
Notice students who need help writing the general rule in in terms of
\(n\)
and
\(m\)
. You might ask, “What patterns did you notice with the exponents in the table? So if the exponents are
\(n\)
and
\(m\)
, how do you write what you did with the exponents?”
Launch
Give students 1 minute of quiet think time to complete the first unfinished row in the table before asking 1–2 students to share and explain their answers. When it is clear that students know how to complete the table, explain to them that they can skip one entry in the table, but they have to be able to explain why they skipped it. Give students 7–8 minutes to work before a brief whole-class discussion.
Student Facing
Complete the table to explore patterns in the exponents when multiplying powers of 10. You may skip a single box in the table, but if you do, be prepared to explain why you skipped it.
|          expression           |                                          expanded                                          | single power of 10 |
|-------------------------------|--------------------------------------------------------------------------------------------|--------------------|
|    \(10^2 \boldcdot 10^3\)    |                     \((10 \boldcdot 10)(10\boldcdot 10 \boldcdot 10)\)                     |      \(10^5\)      |
|    \(10^4 \boldcdot 10^3\)    |                                                                                            |                    |
|    \(10^4 \boldcdot 10^4\)    |                                                                                            |                    |
|                               | \((10 \boldcdot 10 \boldcdot 10)(10 \boldcdot 10 \boldcdot 10 \boldcdot 10 \boldcdot 10)\) |                    |
| \(10^{18} \boldcdot 10^{23}\) |                                                                                            |                    |
If you chose to skip one entry in the table, which entry did you skip? Why?
Use the patterns you found in the table to rewrite
\(10^n \boldcdot 10^m\)
as an equivalent expression with a single exponent, like
\(10^{\boxed{\phantom{3}}}\)
.
Use your rule to write
\(10^4 \boldcdot 10^0\)
with a single exponent.  What does this tell you about the value of
\(10^0\)
?
The state of Georgia has roughly
\(10^7\)
human residents. Each human has roughly
\(10^{13}\)
bacteria cells in his or her digestive tract. How many bacteria cells are there in the digestive tracts of all the humans in Georgia?
Student Response
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Student Facing
Are you ready for more?
There are four ways to make
\(10^4\)
by multiplying powers of 10 with smaller, positive exponents.
\(\displaystyle 10^1 \boldcdot 10^1 \boldcdot 10^1 \boldcdot 10^1\)
\(\displaystyle 10^1 \boldcdot 10^1 \boldcdot 10^2\)
\(\displaystyle 10^1 \boldcdot 10^3\)
\(\displaystyle 10^2 \boldcdot 10^2\)
(This list is complete if you don't pay attention to the order you write them in. For example, we are only counting
\(10^1 \boldcdot 10^3\)
and
\(10^3 \boldcdot 10^1\)
once.)
How many ways are there to make
\(10^6\)
by multiplying smaller powers of 10 together?
How about
\(10^7\)
?
\(10^8\)
?
Student Response
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for free access to Extension Student Response.
Activity Synthesis
Create and post visual displays showing the exponent rules for reference throughout the unit, with one visual display for each rule. The visual display could include an example to illustrate how the rule works, along with visual aids and use of color. Here is a sample visual display:
[IMG]
Explain the visual display to students and display it for all to see throughout the unit.
Writing: MLR3 Clarify, Critique, Correct.
Present a hypothetical student statement that represents a misunderstanding of the exponent rule, such as “
\(10^2 ⋅ 10^3 = 10^6 \)
because
\(2⋅3 = 6\)
.” Prompt discussion by asking, “Do you agree with the statement? Why or why not?” Then, ask students to individually write an improved statement. Improved responses should include connections between the representations of a single expression, expanded form, and the single power of 10. This will help students evaluate, and improve on, the written mathematical arguments of others and highlight why
\(10^n\boldsymbol\cdot 10^m=10^{n+m}\)
.
Design Principle(s): Maximize meta-awareness.


correct_option_index: 1