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 proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Recognize and represent proportional relationships between quantities.

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
problem_activity: Activity
This activity is intended to further students’ understanding of the graphs of proportional relationships in the following respects:
points on the graph of a proportional relationship can be interpreted in the context represented (MP2)
for these points, the quotient of the coordinates is—excepting
\((0,0)\)
—the constant of proportionality
if the first coordinate is 1, then the corresponding coordinate is
\(k\)
, the constant of proportionality.
Students explain correspondences between parts of the table and parts of the graph. The graph is simple so that students can focus on what a point means in the situation represented. Students need to realize, however, that the axes are marked in 10-unit intervals. The discussion questions are opportunities for students to construct viable arguments and critique the reasoning of others (MP3).
Launch
Arrange students in groups of 2. Give students 5 minutes of quiet work time followed by students discussing responses with a partner, followed by whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organizational skills in problem solving. For example, present one question at a time and monitor students to ensure they are making progress throughout the activity.
Supports accessibility for: Organization; Attention
Speaking, Reading: MLR5 Co-Craft Questions.
To help students make sense of graphs of proportional relationships, start by displaying only the first line of this task (“Tyler was at the amusement park. He walked at a steady pace from the ticket booth to the bumper cars.”) and the graph. Ask students to write down possible mathematical questions that could be asked about the situation. Invite students to compare their questions before revealing the remainder of the questions. Listen for and amplify any questions involving correspondences between parts of the table and parts of the graph. This helps students produce the language of mathematical questions and talk about the relationship between distance and time.
Design Principle(s): Maximize meta-awareness; Support sense-making
Student Facing
Tyler was at the amusement park. He walked at a steady pace from the ticket booth to the bumper cars.
The point on the graph shows his arrival at the bumper cars. What do the coordinates of the point tell us about the situation?
The table representing Tyler's walk shows other values of time and distance. Complete the table. Next, plot the pairs of values on the grid.
What does the point
\((0, 0)\)
mean in this situation?
How far away from the ticket booth was Tyler after 1 second? Label the point on the graph that shows this information with its coordinates.
What is the constant of proportionality for the relationship between time and distance? What does it tell you about Tyler's walk? Where do you see it in the graph?
[IMG]
| time                         (seconds) | distance                         (meters) |
|----------------------------------------|-------------------------------------------|
|                   0                    |                     0                     |
|                   20                   |                    25                     |
|                   30                   |                   37.5                    |
|                   40                   |                    50                     |
|                   1                    |                                           |
Student Response
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Student Facing
Are you ready for more?
If Tyler wanted to get to the bumper cars in half the time, how would the graph representing his walk change? How would the table change? What about the constant of proportionality?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
These questions can be used for discussion or for students who need scaffolding.
"What quantities are shown in the graph?" (Distance in meters that Tyler is from the ticket booth and time elapsed in seconds since he started walking.)
"How far is the ticket booth from the bumper cars?" (50 meters, assuming that Tyler walked in a straight line.) This is an opportunity for attention to precision (MP6) and making explicit assumptions about a situation (MP4).
"Do the values in your table show a proportional relationship? How do you know?" (Based on prior lessons in this unit, students should identify the relationship as proportional because for every point the unit rate is the same.)
"What do the coordinates of the points on the graph show?" (The first coordinate gives amount of time in seconds that elapsed since Tyler started walking. Its corresponding second coordinate shows how many meters away from the ticket booth Tyler was at the corresponding time, assuming that Tyler walked in a straight line.)
Activity Synthesis
After students work on the task, it is important to discuss how the axis labels and the description in the task statement help us interpret points on the graph.
Consider asking these questions:
"What quantities are shown in the graph?" (Distance in meters that Tyler is from the ticket booth and time elapsed in seconds since he started walking.)
"How far is the ticket booth from the bumper cars?" (50 meters, assuming that Tyler walked in a straight line.) This is an opportunity for attention to precision (MP6) and making explicit assumptions about a situation (MP4).
"Do the values in your table show a proportional relationship? How do you know?" (Based on prior lessons in this unit, students should identify the relationship as proportional because for every point the unit rate is the same.)
"What do the coordinates of the points on the graph show?" (The first coordinate gives amount of time in seconds that elapsed since Tyler started walking. Its corresponding second coordinate shows how many meters away from the ticket booth Tyler was at the corresponding time, assuming that Tyler walked in a straight line.)
Ask students for the equation of this proportional relationship. Finally ask where students see
\(k\)
, the constant of proportionality, in each representation, the equation, the graph, the table, and the verbal description of the situation.


correct_option_index: 1