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: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
problem_activity: Narrative
The purpose of this activity is for students to begin to distinguish rectangles from other shapes. By working with variants and non-examples of rectangles, students begin to develop their understanding of what makes a shape a rectangle. When they discuss which group a shape should be placed in, students informally describe the attributes of the shape.
MLR8 Discussion Supports.
Students should take turns finding a match and explaining their reasoning to their partner. Display the following sentence frames for all to see: “I noticed _____, so I matched . . . .” Encourage students to challenge each other when they disagree.
Advances Conversing, Listening
Required Materials
Materials to Copy
Rectangle Sort Cards
Required Preparation
Cut out rectangle cards from the blackline master. Each group of 4 needs 1 set of cards.
Launch
Groups of 4
Give each group a set of cards.
Draw or display a rectangle:
[IMG]
“Tell your partner two things you know about this shape.” (There are 4 sides. It looks like a door. It is a rectangle. It is long and flat.)
30 seconds: quiet think time
30 seconds: partner discussion
Share and record responses.
If needed, ask “What is the name of this shape?”
30 seconds: quiet think time
“This shape is a
rectangle
.”
Activity
“Work with your group to sort the shapes into two groups. Put the shapes that are rectangles on the left side of your page. Put the shapes that are not rectangles on the right side of your page. When you place a shape, tell your group why you think the shape belongs in that group.”
4 minutes: small-group work time
“Write a number to show how many shapes are in each group.”
1 minute: independent work time
“Which group has fewer shapes? How do you know?”
30 seconds: quiet think time
30 seconds: partner discussion
Student Facing
Let’s put the shapes into 2 groups.
Rectangle
[IMG]
[IMG]
[IMG]
Not a Rectangle
[IMG]
[IMG]
Student Response
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Advancing Student Thinking
If students put shapes other than rectangles into the group of rectangles, consider asking:
“How did you choose which group to put this shape in?”
“What is alike, or the same, about all of the shapes in this group?”
Activity Synthesis
Invite 1–2 groups to share how they sorted the shapes.
Draw or display a square:
[IMG]
“Which group did you put this shape in?” (We put it with the rectangles because it has 4 sides. We didn’t put it with the rectangles because it is a square.)
“This shape is a
square
, which is a special rectangle because all four sides are the same length.”


correct_option_index: 0