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: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Interpret multiplication as scaling (resizing), by:
- Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
- Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)
problem_activity: Narrative
The purpose of this activity is for students to notice structure in a series of diagrams and the expressions that represent them. They investigate how these expressions vary as the number of rows and columns in the diagram change. Students see how the diagram represents the multiplication expression and also how the diagram helps to find the value of the expression (MP7). Through repeated reasoning they also begin to see how to find the value of a product of any two unit fractions (MP8).
Launch
Groups of 2
Display the images from the task.
“What is different about these diagrams?” (The number of rows increases by 1. The blue shaded piece gets smaller.)
“What is the same?” (The size of the big square. There are always 4 columns. Only one piece is shaded.)
1 minute: quiet think time
Share and record responses.
Activity
1–2 minutes: independent work time to complete the first problem
1–2 minutes: partner discussion
“Now, complete the rest of the problems with your partner.”
5 minutes: partner work time
Monitor for students who:
choose different diagrams to represent with multiplication expressions
represent the same diagram with different multiplication expression, for example,
\(\frac{1}{2}\times\frac{1}{4}\)
and
\(\frac{1}{4}\times\frac{1}{2}\)
Student Facing
A
[IMG]
B
[IMG]
C
[IMG]
D
[IMG]
Choose one of the diagrams and write a multiplication expression to represent the shaded region. How much of the whole square is shaded? Explain or show your thinking.
If the pattern continues, draw what you think the next diagram will look like. Be prepared to explain your thinking.
[IMG]
Student Response
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Advancing Student Thinking
If students do not write correct expressions to represent the diagrams, write the correct expressions and ask, “How do the expressions represent the area of the shaded piece of the diagram?”
Activity Synthesis
Display the diagrams from the student workbook.
Select previously identified students to share.
As students explain where they see the multiplication expression in each diagram, record the expressions under the diagram for all to see.
Refer to the diagram that shows
\(\frac{1}{2}\times\frac{1}{4}\)
or
\(\frac{1}{4}\times\frac {1}{2}\)
.
Display both expressions.
“How does this diagram represent both of these expressions?” (It shows one half of one fourth shaded in and it also shows one fourth of one half shaded in.)
Represent student explanation on the diagrams.
“Why is the area of the shaded region getting smaller in each diagram?” (Because we are shading a smaller piece of
\(\frac{1}{4}\)
each time.)
Display:
\(\frac{1}{2} \times \frac{1}{4}= \frac{1}{2\times 4}=\frac{1}{8}\)
\(\frac{1}{3} \times \frac{1}{4}= \frac{1}{3\times 4}=\frac{1}{12}\)
\(\frac{1}{4} \times \frac{1}{4}= \frac{1}{4\times 4}=\frac{1}{16}\)
\(\frac{1}{5} \times \frac{1}{4}= \frac{1}{5\times 4}=\frac{1}{20}\)
“These equations represent the diagrams. What patterns do you notice?” (They all have
\(\frac {1}{4}\)
in them. The denominators in the first fractions go 2, 3, 4, 5. The denominators in the middle fractions are multiplication expressions, the denominators in the middle are all multiplied by 4, the denominator in the fraction that shows the value of the shaded piece goes up by 4 each time.)
“How do the diagrams represent
\(\frac{1}{2\times 4}\)
,
\(\frac{1}{3\times4}\)
,
\(\frac{1}{4\times4}\)
,
\(\frac{1}{5\times4}\)
?” (The numerator tells us that there is 1 piece shaded and the denominator tells us the size of the piece. The denominator also tells us the rows and columns that the whole is divided into.)


correct_option_index: 1