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.


Thought: This task involves representing addition with objects such as number cards and dice.
Answer: 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.


Thought: By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.
Answer: 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.


Thought: This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.
Answer: 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: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
problem_activity: Activity
In this activity, students continue to work with inequalities in two variables in context. They write an inequality that represents the constraints in a situation, graph its solutions, and interpret points in the solution region.
Earlier, students saw that some points in the solution region might satisfy an inequality (mathematically) but might not work in the given situation because other considerations were at play. Here, they see another reason that some values that satisfy an inequality might be unfeasible in the situation—namely, that the pair of values must be whole numbers. When students think about the plausibility of these values in context, they engage in an aspect of mathematical modeling (MP4).
As students work, look for those who plot discrete points to represent the solution region and those who shade a part of the plane.
Launch
Arrange (or keep) students in groups of 2. Give students a few minutes of quiet time to work on the first three questions, and then time to discuss their responses before they continue with the last two questions.
Representation: Internalize Comprehension.
To support working memory, provide students with sticky notes or mini whiteboards. Some students may need extra time to explore possible combinations for multiples of 9 and 5. Encourage them to model these combinations by drawing pictures or listing multiples of each number using the whiteboard or sticky notes.
Supports accessibility for: Memory; Organization
Student Facing
A vendor at the Saturday Market makes
$
9 profit on each necklace she sells and
$
5 profit on each bracelet.
Find a combination of necklaces and bracelets that she could sell and make:
exactly $100 profit
more than $100 profit
Write an equation whose solution is the combination of necklaces and bracelets she could sell and make exactly $100 profit.
Write an inequality whose solutions are the combinations of necklaces and bracelets she could sell and make more than $100 profit.
Graph the solutions to your inequality.
[IMG]
Is
\((3,18.6)\)
a solution to the inequality? Explain your reasoning.
Student Response
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Student Facing
Are you ready for more?
Write an inequality using two variables
\(x\)
and
\(y\)
where the solution would be represented by shading the entire coordinate plane.
Write an inequality using two variables
\(x\)
and
\(y\)
where the solution would be represented by not shading any of the coordinate plane.
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may have trouble graphing the line that delineates the solution region from non-solution region because they are used to solving for the variable
\(y\)
, but here the variables are
\(b\)
and
\(n\)
. Ask these students to decide which variable to solve for based on the graph that has been set up. Ask them to notice which quantity is represented by the vertical axis.
Activity Synthesis
If some students plotted discrete points and some shaded the region, choose one of each and display these for all to see. Ask students why each one might be an appropriate representation of the solutions to the inequality.
Highlight that the discrete points represent the situation more accurately, because it is impossible to sell a fraction of a bracelet or 2.75 necklaces. It is, however, tedious to plot a bunch of points to show the solution region. It is much easier to shade the entire region, but with the understanding that, in this situation, only whole-number values make sense as solutions.


correct_option_index: 1