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.


Your response:
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.


Your response:
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.


Your response:
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: Interpret the structure of expressions.

Gain familiarity with factors and multiples.

Represent and solve problems involving addition and subtraction.

Work with addition and subtraction equations.

Understand the connections between proportional relationships, lines, and linear equations.

Represent and analyze quantitative relationships between dependent and independent variables.

Understand solving equations as a process of reasoning and explain the reasoning.

Use properties of operations to generate equivalent expressions.

Perform arithmetic operations on polynomials.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Solve systems of equations.

Understand and apply properties of operations and the relationship between addition and subtraction.

Reason about and solve one-variable equations and inequalities.

Add and subtract within 20.

Use the four operations with whole numbers to solve problems.

Write expressions in equivalent forms to solve problems.

Create equations that describe numbers or relationships

Represent and solve equations and inequalities graphically.

Work with equal groups of objects to gain foundations for multiplication.

Solve equations and inequalities in one variable.

Multiply and divide within 100.

Work with radicals and integer exponents.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Write and interpret numerical expressions.

Analyze patterns and relationships.

Rewrite rational expressions.

Understand properties of multiplication and the relationship between multiplication and division.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Use polynomial identities to solve problems.

Represent and solve problems involving multiplication and division.

Generate and analyze patterns.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Understand the relationship between zeros and factors of polynomials.
problem_activity: Narrative
Previously, students multiplied two factors where one factor was a whole number and the other a teen number. The purpose of this activity is for students to make sense of multiplication of a one-digit number and a two-digit number greater than 20. Students analyze representations used to find
\(4 \times 23\)
and articulate reasons for using strategies that are based on the distributive property and place value to find products (MP7). Along the way, they see that decomposing the two-digit factors into tens and ones is particularly helpful for multiplying. They also reinforce what they know about the connections between area diagrams and multiplication expressions.
MLR8 Discussion Supports.
Before partner work, remind students to use words such as decompose, tens, and ones.
Advances: Speaking, Representing
Required Materials
Materials to Gather
Base-ten blocks
Materials to Copy
Centimeter Grid Paper - Standard
Launch
Groups of 2
“Take a minute to make sense of how Clare and Andre represented
\(4 \times 23\)
.”
1 minute: quiet think time
Give students access to grid paper and base-ten blocks.
Activity
“Now, work with your partner to complete the first two problems about
\(4 \times 23\)
.”
8–10 minutes: partner work time
Monitor for the diagrams that students choose in Diego’s problem and for their explanations.
Pause for a discussion. Invite students to share their responses.
If not mentioned by students, clarify that all diagrams can be used to multiply 4 and 23, but not all are equally practical.
Select a student to explain why diagram D might be more productive than the other diagrams.
“Now, work independently to complete the last problem.”
2–3 minutes: independent work time
Student Facing
Here is how Clare and Andre represented
\(4 \times 23\)
.
Clare
[IMG]
Andre
[IMG]
How does each diagram show
\(4 \times 23\)
?
How could we use Clare’s diagram to find the value of
\(4 \times 23\)
?
How could we use Andre’s diagram to find the value of
\(4 \times 23\)
?
Diego tried different ways to partition or split a diagram to help him find the value of
\(4 \times 23\)
.
A
[IMG]
B
[IMG]
C
[IMG]
D
[IMG]
What do you notice about the numbers in his diagrams?
Which diagram would you use to find the value of
\(4 \times 23\)
? Explain your reasoning.
Find the value of
\(3 \times 28\)
.
Show your thinking using diagrams, symbols, or other representations.
Student Response
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Advancing Student Thinking
If students choose a diagram in the second problem that doesn't help them find the product of
\(4\times23\)
, consider asking:
“Tell me about how you chose which diagram you would use to find the value of
\(4\times23\)
.”
“Is there another diagram that would make finding the value of
\(4\times23\)
easier? How would it make it easier?”
Activity Synthesis
“What representations did you use in the last question to show
\(3 \times 28\)
? How did they help you find the product?” (Base-ten blocks helped me break the 28 into tens and ones. A diagram with a grid helped me break 28 into smaller numbers. A diagram with no grid helped me think about the numbers as I labeled it without worrying about all the little squares.)


correct_option_index: 26