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.


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.


Thought: This task teaches students to understand addition as putting together counters, or adding to already placed counters.
Answer: 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.


Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: 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.


Thought: This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.
Answer: 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: Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Use equivalent fractions as a strategy to add and subtract fractions.

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.

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.

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.
problem_activity: Narrative
Previously, students classified fractions based on their relationship to
\(\frac{1}{2}\)
and 1 (whether they are less than or more than these benchmarks). They used these classifications to compare fractions. In this activity, students are presented with fractions that are in the same group (for example, both less than
\(\frac{1}{2}\)
, or both greater than
\(\frac{1}{2}\)
but less than 1), so they need to reason in other ways to make comparisons.
Students can reason in a number of ways—by thinking about size and number of parts, drawing a diagram or number line, or reasoning numerically, but in most cases, they need to also rely on the idea of equivalence.
MLR7 Compare and Connect.
Synthesis: After each strategy has been presented, lead a whole-class discussion comparing, contrasting, and connecting the different approaches. Ask, “Did anyone solve the problem the same way, but would explain it differently?” and “Why did the different approaches lead to the same outcome?”
Advances: Representing, Conversing
Representation: Internalize Comprehension.
Activate background knowledge. Invite students to review the strategies they know for comparing fractions (reasoning about denominators or numerators, comparing to a benchmark, and writing equivalent fractions). Record students’ strategies on a visible display, including details (words or pictures) that will help them remember how to use the strategy.
Supports accessibility for: Conceptual Processing, Memory, Attention
Launch
Groups of 2
“Here are some fractions you’ve sorted in an earlier lesson. We compared them to
\( \frac{1}{2}\)
and 1.”
“What do the fractions in group 3 have in common? Why might they be in the same group?” (They are all greater than 1.)
“How are the fractions in group 1 different than those in group 2?” (Those in group 1 are less than
\( \frac{1}{2}\)
, and those in group 2 greater than
\( \frac{1}{2}\)
but less than 1.)
“We can tell that the fractions in group 2 are greater than those in group 1, and the fractions in group 3 are greater than those in the other groups.”
“Now compare the fractions in each group.”
Activity
“Take a few quiet minutes to work on the problems. Afterward, share your responses with your partner.”
7–8 minutes: independent work time
5 minutes: partner discussion
Monitor for students who:
reason by drawing number lines or tape diagrams
reason about the distance of each fraction from 0,
\(\frac{1}{2}\)
, or 1
reason about equivalent fractions (even if they don’t write out the multiplication numerically)
reason about equivalent fractions numerically by writing out the multiplication
Student Facing
Here are some pairs of fractions sorted into three groups. Circle the greater fraction in each pair. Explain or show your reasoning.
Group 1:
\(\frac{2}{10}\)
or
\(\frac{26}{100}\)
\(\frac{2}{5}\)
or
\(\frac{11}{100}\)
Group 2:
\(\frac{2}{3}\)
or
\(\frac{7}{12}\)
\(\frac{4}{5}\)
or
\(\frac{7}{10}\)
Group 3:
\(\frac{11}{5}\)
or
\(\frac{26}{10}\)
\(\frac{11}{3}\)
or
\(\frac{26}{12}\)
Student Response
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Activity Synthesis
Select students who used different strategies to share their responses.
“How do we compare two fractions that are in the same group—say, both less than
\( \frac{1}{2}\)
or both greater than 1?” (We can think about how close or far away from
\( \frac{1}{2}\)
each fraction is.)
Highlight how equivalent fractions came into play in each strategy. For example, ask, “When comparing
\(\frac{2}{3}\)
and
\(\frac{7}{12}\)
, why was it helpful to think of the
\(\frac{2}{3}\)
as
\(\frac{8}{12}\)
?” Or, “When comparing
\(\frac{7}{10}\)
and
\(\frac{4}{5}\)
, why did you think of
\(\frac{4}{5}\)
as
\(\frac{8}{10}\)
?”
If no students mention that it is often easier to compare two fractions when they have the same denominator, ask them about it.


correct_option_index: 3