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.


Your response:
{
  "explanation": "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.


Your response:
{
  "explanation": "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.


Your response:
{
  "explanation": "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: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

For exponential models, express as a logarithm the solution to ab^(ct) = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

Distinguish between situations that can be modeled with linear functions and with exponential functions.
problem_activity: Optional activity
In this partner activity, students take turns matching a sequence to a definition. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3).
One sequence and one definition do not have matches. Students are tasked with writing the corresponding match.
Monitor for students using clear reasoning as they create a recursive definition for the sequence 18, 20, 22, 24 to share during the discussion.
Making a spreadsheet available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Arrange students in groups of 2. Tell students that for each sequence, one partner finds its matching recursive definition and explains why they think it matches. The partner's job is to listen and make sure they agree. If they don't agree, the partners discuss until they come to an agreement. For the next sequence, the students swap roles. If necessary, demonstrate this protocol before students start working.
Ensure that students notice that one sequence and one definition do not have matches, and they are tasked with writing the corresponding match for each.
Conversing: MLR8 Discussion Supports.
Use this routine to support small-group discussion as students should take turns finding a match. Display the following sentence frames for all to see: "Sequence _____ and definition _____ match because . . .” and “I noticed _____, so I matched . . .” Encourage students to challenge each other when they disagree, and to press for precise mathematical language. This will help students clarify their reasoning about each match.
Design Principle(s): Support sense-making; Maximize meta-awareness
Engagement: Provide Access by Recruiting Interest.
Leverage choice around perceived challenge. Invite groups of students to find matches for at least 4 of the sequences. Chunking this task into more manageable parts may also support students who benefit from additional processing time.
Supports accessibility for: Organization; Attention; Social-emotional skills
Student Facing
Take turns with your partner to match a sequence with a recursive definition. It may help to first figure out if the sequence is arithmetic or geometric.
For each match that you find, explain to your partner how you know it’s a match.
For each match that your partner finds, listen carefully to their explanation. If you disagree, discuss your thinking and work to reach an agreement.
There is one sequence and one definition that do not have matches. Create their corresponding match.
Sequences:
3, 6, 12, 24
18, 36, 72, 144
3, 8, 13, 18
18, 13, 8, 3
18, 9, 4.5, 2.25
18, 20, 22, 24
Definitions:
\(G(1)=18, G(n)=\frac12 \boldcdot G(n-1), n\ge2\)
\(H(1)=3, H(n)=5 \boldcdot H(n-1), n\ge2\)
\(J(1)=3, J(n)=J(n-1)+5, n\ge2\)
\(K(1)=18, K(n)=K(n-1)-5, n\ge2\)
\(L(1)=18, L(n)=2 \boldcdot L(n-1), n\ge2\)
\(M(1)=3, M(n)=2 \boldcdot M(n-1), n\ge2\)
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Anticipated Misconceptions
Some students may not be sure how to begin matching terms in a sequence to a definition. Encourage them to start by picking a definition and calculating the first few terms of the sequence it represents.
Activity Synthesis
Once all groups have completed the matching, ask “How did you decide which definitions to match to sequence 3, 6, 12, 24 and sequence 18, 36, 72, 144 when they both involve doubling?” (They are both geometric with a growth factor of 2, but since they have different first terms you can use those to match the sequences to
\(M\)
and
\(L\)
.)
Next, invite previously identified students to share the recursive definition they created for sequence 18, 20, 22, 24 and their strategy for writing it.
If time allows and students need extra practice graphing functions, assign students one function each from the task statement to sketch a graph for. After work time, select students to share their sketches, displaying them for all to see and compare.


correct_option_index: 1