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

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fl_problem_000674

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options: Graph points on the coordinate plane to solve real-world and mathematical problems.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Translate between the geometric description and the equation for a conic section.

Understand similarity in terms of similarity transformations.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Apply trigonometry to general triangles.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Experiment with transformations in the plane.

Reason with shapes and their attributes.

Understand and apply theorems about circles.

Analyze, compare, create, and compose shapes.

Prove geometric theorems.

Solve real-world and mathematical problems involving area, surface area, and volume.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Visualize relationships between two-dimensional and three-dimensional objects.

Find arc lengths and areas of sectors of circles.

Classify two-dimensional figures into categories based on their properties.

Apply geometric concepts in modeling situations.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Explain volume formulas and use them to solve problems.

Use coordinates to prove simple geometric theorems algebraically.

Prove theorems involving similarity.

Make geometric constructions.

Define trigonometric ratios and solve problems involving right triangles.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Understand congruence in terms of rigid motions.

Understand and apply the Pythagorean Theorem.
problem_activity: Activity
This activity introduces students to graphic scales. Students interpret them, use them to find actual measurements (heights of tall buildings), and express them non-graphically. In earlier lessons, students used markings on an index card or sheet of paper to measure a drawing and create scaled copies. Here, they use non-standard measuring tools again to solve problems (MP5). Students make markings on an unmarked straightedge to measure scaled lengths on a drawing, and then use the given scale to determine actual lengths. This measuring strategy builds on students’ work with measurement in grades 1 and 2 (i.e., placing multiple copies of a shorter object end to end and expressing lengths in terms of the number of objects).
As students work, encourage them to be as precise as possible in making their marks and in estimating lengths that are less than 1 scale-segment long. Most distances students are measuring here are not line segments but rather distances between a point (the tip of a building) and a line (the ground).
Monitor the different ways students reason about scaled and actual distances. Here are two likely approaches for finding the difference between the Burj Khalifa and the Eiffel Tower (the second question):
Find the actual height of each tower and then find their difference.
Find the difference in scaled heights, and then use the scale to find the difference in actual heights.
Select students who use these approaches to share during the whole-class discussion in this sequence.
Launch
Display the scale drawing of the structures. Before beginning the work of the task, students may be interested in or eager to share the locations of the structures. Consider taking a few minutes to elicit what they know, or display a world map showing the locations of the structures.
Ask students what the segment labeled with “0 m” and “100 m” might mean. Some students are likely to say that it also conveys a scale. Verify that a scale can indeed be communicated graphically; an actual distance is not represented by a numerical measurement, but rather, by the length of the segment.
Provide access to index cards or sheets of paper students can use to measure. Tell students to check their answers to the first question with a partner. Tell them to discuss as necessary until they reach an agreement before proceeding to work on the rest of the problems. Give students 4–5 minutes of quiet work time and partner discussion.
Student Facing
Here is a scale drawing of some of the world’s tallest structures.
[IMG]
About how tall is the actual Willis Tower? About how tall is the actual Great Pyramid? Be prepared to explain your reasoning.
About how much taller is the Burj Khalifa than the Eiffel Tower? Explain or show your reasoning.
Measure the line segment that shows the scale to the nearest tenth of a centimeter. Express the scale of the drawing using numbers and words.
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
The tallest mountain in the United States, Mount Denali in Alaska, is about 6,190 m tall. If this mountain were shown on the scale drawing, how would its height compare to the heights of the structures? Explain or show your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students may not measure heights of the buildings at a right angle from the ground line. Remind students that heights are to be measured perpendicular to the ground or base line.
If needed, demonstrate how to use the edge of a sheet of paper or an index card to measure lengths on a scale drawing with a graphic scale.
Activity Synthesis
Poll the class for their answers to the first question. Ask what might be some sources of discrepancies. The main issue here is measurement error, but there are also different methods to make the measurements and estimate the heights of the buildings. Two methods to estimate the heights of the buildings (and their limitations) are:
Estimate how many times “taller” each building is compared to the line segment giving the scale. Then multiply this number by 100 m. The accuracy here is not very good unless, for example, the height of the building is very close to being a whole number times the length of the scale.
Measure the segment giving the scale (in centimeters, for example), and then express the scale using centimeters (for example, 0.7 cm represents 100 m). Then measure each building and use the scale to find the actual height. Estimating and rounding will be necessary when measuring the scale and when measuring the buildings.
Ask previously selected and sequenced students to highlight the different approaches for comparing the heights of the Burj Khalifa and the Eiffel Tower. The main difference between the two strategies is the order of arithmetic. Taking the difference of the actual building heights means multiplying scaled heights first and then subtracting. Taking the difference of the scaled heights and then applying the scale factor means subtracting scaled heights first and then multiplying by the scale factor.
If time permits, discuss the scale drawing of the towers more broadly. Consider asking:
Besides height information, what other information about the towers does the drawing show? (Widths of the buildings and their overall shapes.)
What information does it
not
show? (The depth of each building, any projections or protrusions, shapes of different parts of the buildings, etc.)
How is this scale drawing the same as that of the basketball court? (They both show information on a single plane and are drawn using a scale.) How are they different? (The basketball court is a flat surface, like the drawing of the court. The drawing of the towers is a side view or front view; the actual objects represented are not actually flat objects.)
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. For each response or observation that is shared, ask students to restate and/or revoice what they heard using precise mathematical language. Consider providing students time to restate what they hear to a partner, before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students' attention to any words or phrases that helped to clarify the original statement. This will provide more students with an opportunity to produce language as they interpret the reasoning of others.
Design Principle(s): Support sense-making


correct_option_index: 13