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: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
problem_activity: Activity
In this activity, students explore two unit rates associated with the ratio, think about their meanings, and use both to solve problems. The goals are to:
Help students see that for every context that can be represented with a ratio
\(a:b\)
and an associated unit rate
\(\frac{b}{a}\)
, there is another unit rate
\(\frac{a}{b}\)
that also has meaning and purpose within the context.
Encourage students to choose a unit rate flexibly depending on the question at hand. Students begin by reasoning whether the two rates per 1 (cups of oats per 1 cup of water, or cups of water per 1 cup of oats) accurately convey a given oatmeal recipe. As students work and discuss, notice those who use different representations (a table or a double number line diagram) or different arguments to make their case (MP3). Once students conclude that both Priya and Han's rates are valid, they use the rates to determine unknown amounts of oats or water.
Launch
Some students may not be familiar with oatmeal; others may only have experience making instant oatmeal, which comes in pre-measured packets. Explain that oatmeal is made by mixing a specific ratio of oats to boiling water.
Arrange students in groups of 2. Give students 2–3 minutes of quiet think time for the first question. Ask them to pause and share their response with their partner afterwards. Encourage partners to reach a consensus and to be prepared to justify their thinking. See MLR 3 (Clarify, Critique, Correct).
After partners have conferred, select several students to explain their reasoning and display their work for all to see. When the class is convinced that both Priya and Han are correct, ask students to complete the rest of the activity.
Action and Expression: Develop Expression and Communication.
Invite students to talk about their ideas with their partner before writing them down. Display sentence frames to support students when they explain their ideas. For example, “I noticed _____ so I . . .”, “Both _____ and _____ are alike because . . .”, and “How do you know . . . ?”
Supports accessibility for: Language; Organization
Student Facing
Priya, Han, Lin, and Diego are all on a camping trip with their families. The first morning, Priya and Han make oatmeal for the group. The instructions for a large batch say, “Bring 15 cups of water to a boil, and then add 6 cups of oats.”
Priya says, “The ratio of the cups of oats to the cups of water is
\(6:15\)
. That’s 0.4 cups of oats per cup of water.”
Han says, “The ratio of the cups of water to the cups of oats is
\(15:6\)
. That’s 2.5 cups of water per cup of oats.”
Who is correct? Explain your reasoning. If you get stuck, consider using the table.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "water (cups)"}, {"_attributes": {"scope": "col"}, "_value": "oats (cups)"}]}]}], "tbody": [{"tr": [{"td": [{"_value": "15"}, {"_value": "6"}]}, {"td": [{"_value": "1"}, {}]}, {"td": [{}, {"_value": "1"}]}]}]}]}
The next weekend after the camping trip, Lin and Diego each decide to cook a large batch of oatmeal to have breakfasts ready for the whole week.
Lin decides to cook 5 cups of oats. How many cups of water should she boil?
Diego boils 10 cups of water. How many cups of oats should he add into the water?
Did you use Priya’s rate (0.4 cups of oats per cup of water) or Han’s rate (2.5 cups of water per cup of oats) to help you answer each of the previous two questions? Why?
Student Response
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Anticipated Misconceptions
Some students may think that Priya and Han cannot both be right because they came up with different numbers. Ask them to explain what each number means, so that they have a chance to notice that the numbers mean different things. Point out that the positioning of the number 1 appears in different columns within the table.
Activity Synthesis
Focus the discussion on students’ responses to the last question and how they knew which rate to use to solve for unknown amounts of oats and water. If not uncovered in students’ explanations, highlight that when the amount of oats is known but the amount of water is not, it helps to use the “per 1 cup of oats” rate; a simple multiplication will tell us the missing quantity. Conversely, if the amount of water is known, it helps to use the “per 1 cup of water” rate. Since tables of equivalent ratios are familiar, use the completed table to support reasoning about how to use particular numbers to solve particular problems.
Consider connecting this idea to students’ previous work. For example, when finding out how much time it would take to wash all the windows on the Burj Khalifa, it was simpler to use the “minutes per window” rate than the other way around, since the number of windows is known.
Leave the table for this activity displayed and to serve as a reference in the next activity.
Writing, Listening, Conversing: MLR3 Clarify, Critique, and Correct.
Before discussing students’ approaches to the final question. Present the following explanation: “I did not use either Priya’s rate (0.4 cups of oats per cup of water) or Han’s rate (2.5 cups of water per cup of oats) because they are not equal.” Ask students to critique the reasoning and identify the error(s), as they work in pairs to propose an improved response that details how either rate can be used to answer the question. If students can’t make the connections between these two rates, consider asking them what each number means. This will help students reflect on efficiently using a unit rate associated with the ratio, cups of water to the cups of oats.
Design Principle(s): Optimize output (for explanation); Cultivate conversation; Maximize meta-awareness


correct_option_index: 2