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.
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fl_problem_000674

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options: Geometric measurement: understand concepts of angle and measure angles.

Convert like measurement units within a given measurement system.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Measure and estimate lengths in standard units.

Describe and compare measurable attributes.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Work with time and money.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Classify objects and count the number of objects in each category.

Represent and interpret data.

Tell and write time.

Relate addition and subtraction to length.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Measure lengths indirectly and by iterating length units.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
problem_activity: Narrative
The purpose of this activity is for students to identify shapes as flat and solid as they sort shapes into groups. A sorting task gives students opportunities to analyze the structure of the shapes and identify common properties and characteristics (MP7).
If the sorting mat provided in the student workbook is too small for students to sort the shapes, consider giving students two pieces of construction paper, or ask students to put the solid shapes on one side of the table and the flat shapes on the other side.
MLR8 Discussion Supports.
Invite each partner to identify each shape aloud: Flat shape or solid shape. Encourage students to challenge each other when they disagree.
Advances: Conversing
Action and Expression: Internalize Executive Functions.
Invite students to plan a strategy for how they will sort the shapes.
Supports accessibility for: Conceptual Processing, Organization
Required Materials
Materials to Gather
Geoblocks
Solid shapes
Materials to Copy
Flat Shapes Cards K
Required Preparation
Each group of 2 needs a set of solid shapes and a set of cards.
Launch
Groups of 2
Give each group of students a set of solid shapes and a set of flat shapes cards.
Activity
“Work with your partner to sort the shapes into two groups. Write a number to show how many shapes are in each group.”
3 minutes: partner work time
“Pair up with another group. Show them how you sorted your shapes. Did you sort all of the shapes in the same way?”
3 minutes: small-group work time
“What could you call each group of shapes to show why you put those shapes together?”
Monitor for a group that sorts by flat shapes and solid shapes.
Student Facing
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Student Response
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Advancing Student Thinking
If students identify a pyramid as flat because “it looks like a triangle,” consider asking:
“What is the same about all of the shapes in this group?”
Display a pyramid and a triangle next to each other and ask “What do you notice about these shapes? What is different about them?”
Activity Synthesis
Invite previously selected students to share the way they sorted the shapes into flat shapes and solid shapes.
“This group has flat shapes. This group has solid shapes.”
Display a square.
“Should this shape go with the flat shapes or the solid shapes? Why?” (It is a flat shape. If we put it on our desk, it doesn’t stick up.)
Display a cube.
“Should this shape go with the flat shapes or the solid shapes? Why?” (It is a solid shape. It sticks up and takes up space.)


correct_option_index: 8