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: Add up to four two-digit numbers using strategies based on place value and properties of operations.

Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
problem_activity: Narrative
The purpose of this activity is for students to find combinations of coins with a value of 100 cents and understand that a dollar is the same as 100 cents. They add within 100 by grouping like coins, using a ten, or using counting on strategies. They find coin combinations that add up to 100 cents or 1 dollar and write the leftover amount as cents. This work builds on students’ understanding of a hundred.
Engagement: Develop Effort and Persistence.
Chunk the tasks by question and check in with students to provide feedback and encouragement after each question. Look for the students to be using a strategy and ask them to verbalize their solution to ensure they are on the right track.
Supports accessibility for: Language; Organization
Required Preparation
Add a dollar bill to the money poster showing the front and back to display in the launch.
Launch
Groups of 2
Display the poster with the dollar added.
[IMG]
“We just saw that there are many different ways to use coins to make 100 cents. One dollar is also the same as 100 cents.”
“If I have a dollar and I found a quarter, how much money would I have?” (125 cents or \$1 and 25¢)
30 seconds: quiet think time
Display a dollar and a quarter and write $1 and 25¢.
[IMG]
“When you write dollar amounts you use the \$ symbol. Use the ¢ symbol for the amount that cannot be grouped to make a dollar.”
Activity
“Now, you are going to work with a partner to make dollars and cents.”
10 minutes: partner work time
Monitor for students who show Priya's money in different ways to share in the Lesson Synthesis.
Student Facing
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Andre emptied his pockets and found these coins.
[IMG]
How much money does he have? Show your thinking.
Han emptied his pockets and found these coins.
[IMG]
How much money does he have? Show your thinking.
Priya has $1 and 18¢ in her pocket.
If Priya only had coins in her pocket, what coins could she have?
Represent Priya’s coins:
If Priya had 1 dollar bill and some coins, what coins could she have?
Represent Priya's money:
Student Response
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Advancing Student Thinking
If students show the value of Andre and Han's coins only in cents, consider asking:
“How did you find the total value of the coins?”
“How many dollars does _______ have? How many leftover cents would he have?”
“How could you say how much money _______has using dollars and cents?”
Activity Synthesis
“I noticed that when you were creating a coin collection for Priya, there were different solutions.”
“How is it possible that everyone represented the same amount of money?” (Different coins can show the same amount, but you need a different number of coins.)
Invite students to share different combinations of coins they used to make $1.
Share and record responses.


correct_option_index: 2