few_shots: Example 1:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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.


Mathematical concept/skill options: 
A. Write and interpret numerical expressions.
B. Generate and analyze patterns.
C. Analyze patterns and relationships.
D. Use properties of operations to generate equivalent expressions.
E. Use the four operations with whole numbers to solve problems.
F. Work with radicals and integer exponents.
G. Solve systems of equations.
H. Represent and solve problems involving multiplication and division.
I. Perform arithmetic operations on polynomials.
J. Understand the relationship between zeros and factors of polynomials.
K. Understand properties of multiplication and the relationship between multiplication and division.
L. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
M. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
N. Use polynomial identities to solve problems.
O. Apply and extend previous understandings of arithmetic to algebraic expressions.
P. Rewrite rational expressions.
Q. Interpret the structure of expressions.
R. Add and subtract within 20.
S. Analyze and solve linear equations and pairs of simultaneous linear equations.
T. Represent and analyze quantitative relationships between dependent and independent variables.
U. Solve equations and inequalities in one variable.
V. Create equations that describe numbers or relationships
W. Reason about and solve one-variable equations and inequalities.
X. Represent and solve equations and inequalities graphically.
Y. Understand solving equations as a process of reasoning and explain the reasoning.
Z. Understand and apply properties of operations and the relationship between addition and subtraction.
AA. Gain familiarity with factors and multiples.
AB. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
AC. Work with addition and subtraction equations.
AD. Multiply and divide within 100.
AE. Work with equal groups of objects to gain foundations for multiplication.
AF. Represent and solve problems involving addition and subtraction.
AG. Write expressions in equivalent forms to solve problems.
AH. Understand the connections between proportional relationships, lines, and linear equations.


Your response:
AB

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} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
F

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?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Your response:
G

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K

im_task_000157

3

fl_problem_000674

5
options: Understand the place value system.

Use place value understanding and properties of operations to add and subtract.

Extend the counting sequence.

Understand place value.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Work with numbers 11–19 to gain foundations for place value.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
problem_activity: Narrative
The purpose of this activity is for students to solve multi-step distance problems using centimeters, meters, and kilometers. This gives students an opportunity to think about which units are most helpful for communicating a distance (MP6). When the distance is short, like the length of a single footstep, centimeters or meters both work well. For a longer distance, like the distance a person walks in a day, it is reasonable to use meters or kilometers, but the number of centimeters is very large and more difficult to visualize.
To add movement or make this activity interactive, consider providing groups of 2 or 4 with a centimeter ruler or meter stick to measure their or a classmate’s step before working on the task. While students could use the measurements of their own steps to complete the table, the arithmetic may be more complex and, as a result, it may be harder to observe patterns.
Engagement: Provide Access by Recruiting Interest.
Optimize meaning and value. Invite students to share the places they could walk in the classroom, at home, in the community, and so on, that would be equivalent to the distances presented in the chart.
Supports accessibility for: Conceptual Processing; Visual-Spatial Processing
Required Materials
Materials to Gather
Metersticks
Launch
Groups of 2 or 4
“If someone wants to measure the length of one of their footsteps, which unit do you think they should use? Millimeters, centimeters, meters, or kilometers?”
Highlight that millimeters are too small and kilometers are too large. Both centimeters and meters make sense and the first part of this activity will use those two units of measure.
“There are 100 centimeters in a meter. About how many steps are in 1 meter?” (2 or 3)
“There are 1,000 meters in a kilometer. About how many steps are in a kilometer?” (2,000 or 3,000)
Give students access to a meter stick.
Activity
5 minutes: independent work time
5 minutes: small-group work time
Monitor for students who use the following strategies when determining how many kilometers Lin walks during the day:
multiply 50 centimeters by 8,500 steps to determine the distance in centimeters that Lin walked and divide 425,000 by 100,000
multiply 0.5 meters by 8,500 steps to determine the distance in meters that Lin walked and then divide 4,250 by 1,000
Student Facing
Lin has a watch that counts the number of steps she takes during the day and displays those steps in centimeters, meters, or kilometers.
Here is a list of activities Lin did on Monday. Next to each activity, write whether it would make sense to display the distance in cm, m, or km.
walked to her friend’s desk
walked to the front of the classroom
walked from her classroom to the bus
ran twice around the playground
The table shows the amount of steps Lin’s watch displayed for each activity. If each of her steps is 50 centimeters, how many centimeters and meters did Lin walk for each activity?
|               activity               | number of steps | distance (cm) | distance (m) |
|--------------------------------------|-----------------|---------------|--------------|
|     walked to her friend’s desk      |        5        |               |              |
| walked to the front of the classroom |       12        |               |              |
| walked from her classroom to the bus |       250       |               |              |
|   ran twice around the playground    |      1,000      |               |              |
At the end of the day, Lin’s watch displayed 8,500 steps. Would it make sense for her watch to record the distance in centimeters, meters, or kilometers? Why?
How many kilometers did Lin walk that day?
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Student Response
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Activity Synthesis
“How did you determine how many kilometers Lin walked during the day?”
Ask previously selected students to share their solutions.
Display student work or write these equations for all to see:
\(8,\!500 \times 50= 425,\!000\)
\(8,\!500 \times 0.5 = 4,\!250\)
“How does each of these equations represent the situation?” (
\(8,\!500 \times 50= 425,\!000\)
represents 8,500 steps that are each 50 centimeters long so that would be a total of 425,000 centimeters.
\(8,\!500 \times 0.5 = 4,\!250\)
represents 8,500 steps that are each 0.5 meter long so that would be a total of 4,250 meters.)
“What is the same about these equations?” (They have the same number of steps. They are both multiplication equations.)
“What is different about these equations?” (One multiplies the number of steps by 50 centimeters and one multiplies the number of steps by 0.5 meter. The products are different. 4,250 is 100 times smaller than 425,000 because it represents meters instead of centimeters.)
Display:
\(425,\!000 \div 100,\!000= 4.25\)
\(4,\!250 \div 1,\!000 = 4.25\)
“How does each of these equations represent the situation?” (They both represent the number of kilometers that Lin walked. 425,000 is the distance she walked in centimeters so if you divide it by 100,000, you get the number of kilometers she walked. 4,250 is the distance in meters that she walked so we only have to divide by 1,000 to figure out how many kilometers she walked.)
Display: 4.25 km, 4,250 m, 425,000 cm
“Which of these do you think best communicates how far Lin walked this day?” (4.25 kilometers because I can picture how long a kilometer is.)


correct_option_index: 0