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 a fraction a/b with a > 1 as a sum of fractions 1/b.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Narrative
The purpose of this activity is for students to use diagrams to reason about products of a whole number and a non-unit fraction with diagrams, building on their work with diagrams that represent products of a whole number an a unit fraction. They begin to generalize that the number of shaded parts in a diagram that represents
\(n \times \frac{a}{b}\)
is
\(n \times a\)
and to explain that generalization (MP8).
Launch
Groups of 2
“Let's represent some other products of a whole number and a fraction and find their values.”
Activity
“Take a few quiet minutes to work on the activity. Afterwards, share your responses with your partner.”
5–7 minutes: independent work
2–3 minutes: partner discussion
Monitor for the strategies students use to reason about the last two problems.
Identify students who reason visually (using diagrams), additively, and multiplicatively to share in the synthesis.
Student Facing
This diagram represents
\(\frac{2}{5}\)
.
[IMG]
Show how you would use or adjust the diagram to represent
\(4 \times \frac{2}{5}\)
.
What is the value of the shaded parts in your diagram?
This diagram represents
\(\frac{5}{8}\)
.
[IMG]
Show how you would use or adjust the diagram to represent
\(3 \times \frac{5}{8}\)
.
What is the value of the shaded parts in your diagram?
Find the value of each expression. Draw a diagram if you find it helpful. Be prepared to explain your reasoning.
\(2 \times \frac {1}{6}\)
\(2 \times \frac{4}{6}\)
\(2 \times \frac {5}{6}\)
\(4 \times \frac{5}{6}\)
Mai said that to multiply any fraction by a whole number, she would multiply the whole number and the numerator of the fraction and keep the same denominator. Do you agree with Mai? Explain your reasoning.
Student Response
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Activity Synthesis
Discuss the four multiplication expressions in the third problem.
Select 1–2 students who might have drawn diagrams for all expressions.
“How does your diagram show the value of
\(2 \times \frac{4}{6}\)
?” (There are 2 groups of
\(\frac{4}{6}\)
, so there are 8 sixths shaded, which is
\(\frac{8}{6}\)
.)
Select 1–2 students who drew a diagram for some expressions and reason numerically for others.
“Why did you choose to draw a diagram for some expressions and to do something else for others?” (After drawing the first two diagrams, I realized that I'd have to draw a lot of groups or parts, so I thought about the numbers instead.)
Select 1–2 students who reasoned about all expressions numerically.
“How did you find the value of the expressions without drawing diagrams at all?” (I saw a pattern in earlier problems, that we can multiply the whole number and the numerator of the fraction and keep the denominator.)
Discuss the last problem in the lesson synthesis.


correct_option_index: 1