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: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.  For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
problem_activity: Warm-up
The purpose of this warm-up is for students to recall how to calculate an average rate of change from two points. Students will use this skill throughout the lesson and return to the context and data table in the last activity of the lesson.
Launch
Ask students to close their books or devices. Tell students that their job is to think of at least one thing they notice and at least one thing they wonder. Display the table for all to see. Give students 1 minute of quiet think time, and then select 3–5 students to share something they notice or wonder about the table  and record and display their responses for all to see. If not pointed out, ask students, "Describe how the data is changing as the value of
\(t\)
is increasing." (The values of
\(p\)
are decreasing at a slower rate.) Ask students to reopen their books or devices and complete the activity. Follow with a whole-class discussion.
Student Facing
Let
\(p\)
be the function that gives the cost
\(p(t)\)
, in dollars, of producing 1 watt of solar energy
\(t\)
years after 1977. Here is a table showing the values of
\(p\)
from 1977 to 1987.
| \(t\) | \(p(t)\) |
|-------|----------|
|   0   |    80    |
|   1   |    60    |
|   2   |    45    |
|   3   |  33.75   |
|   4   |  25.31   |
|   5   |  18.98   |
|   6   |  14.24   |
|   7   |  10.68   |
|   8   |   8.01   |
|   9   |   6.01   |
|  10   |   4.51   |
Which expression best represents the average rate of change in solar cost between 1977 and 1987?
\(p(10)-p(0)\)
\(p(10)\)
\(\dfrac{p(10) - p(0)}{10-0}\)
\(\dfrac{p(10)}{p(0)}\)
Student Response
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Anticipated Misconceptions
Some students might confuse finding an average of the values in the table and finding an average rate of change. Help them see that average usually involves one unit, such as average number of cookies. Average rate of change involves comparing how one quantity changes when another quantity changes by 1, such as cost ($) per year.
Activity Synthesis
The goal of this discussion is for students to recall the meaning of average rate of change for a function and how it is calculated. Select students to describe what the value of each expression represents in this context. For example,
\(p(10)-p(0)\)
is the difference in cost for a solar cell between 1977 and 1987 while
\(\dfrac{p(10)}{p(0)}\)
could be used to identify the percent change from 1977 to 1987. An important takeaway for students is that the actual expression for the average rate of change,
\(\dfrac{p(10)-p(0)}{10-0} \approx \text-7.55\)
, tells us that the price decreased by -
$
7.55 each year on average since the expression looks at the total difference in price between the 1977 and 1987 divided by the total number of years that passed.


correct_option_index: 0