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: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
problem_activity: Optional activity
In this activity, students take the triangle they selected in the previous activity and use it as the base of their triangular prism. After students have drawn their net and before they cut it out and assemble it, make sure they have correctly positioned their bases, opposite from each other on the top and bottom of the rectangle and reflected. It will also make assembling the net easier for students if they draw lines subdividing the large rectangle into the individual rectangular faces and draw tabs where the faces will be glued or taped together.
Launch
Demonstrate the positions triangles should attach to the rectangle to form a net by displaying an example and describing the important parts:
The triangles must have a vertex at
\(A\)
and
\(C\)
.
The triangles must be identical copies with one “upside down” from the other.
Corresponding sides of each triangle must be along the side of the rectangle.
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Engagement: Internalize Self Regulation.
Check for understanding by inviting students to rephrase directions in their own words. Provide a project checklist that chunks the various steps of the activity into a set of manageable tasks.
Supports accessibility for: Organization; Attention
Student Facing
Your teacher will give you an incomplete net. Follow these instructions to complete the net and assemble the triangular prism:
Draw an identical copy of the triangle you selected in the previous activity along the top of the rectangle, with one vertex on point
\(A\)
.
Draw another copy of your triangle, flipped upside down, along the bottom of the rectangle, with one vertex on point
\(C\)
.
Determine how long the rectangle needs to be to wrap all the way around your triangular bases. Pause here so your teacher can review your work.
Cut out and assemble your net.
After you finish assembling your triangular prism, answer these questions. Explain or show your reasoning.
What is the volume of your prism?
What is the surface area of your prism?
Stand your prism up so it is sitting on its triangular base.
If you were to cut your prism in half horizontally, what shape would the cross section be?
If you were to cut your prism in half vertically, what shape would the cross section be?
Student Response
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Activity Synthesis
Select students to share their answers for the cross sections. For cross sections taken in these two ways, all triangular prisms should have the same shapes as answers although the actual size of the cross section will differ based on the size of the base triangle and the height of the prism.
The volume and surface areas will depend on the triangle they have chosen to use as their base.
Select students to share their methods for computing volume and surface area. The base area is important in the calculation of each, so students should use the values they computed in the previous activity.
Writing, Speaking, Listening: MLR1 Stronger and Clearer Each Time.
Use this routine to provide students a structured opportunity to refine their methods for calculating the volume of their prisms. Give students time to meet with 2–3 partners, to share and get feedback on their responses. Provide students with prompts for feedback that will help them strengthen their ideas and clarify their language. For example, “What did you do first?”, “What was your base?”, “Can you draw a picture?” Give students 1–2 minutes to revise their writing based on the feedback they received.​
Design Principle(s): Optimize output (for explanation)


correct_option_index: 2