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: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
problem_activity: Activity
This activity is parallel to one in the previous lesson, except that students are creating a tape diagram after interpreting an equation rather than interpreting a story. The intention is for students to reason in any way that makes sense to them about the equations and diagrams to figure out the solution to each equation. Do not demonstrate any equation solving procedures yet.
For each equation, monitor for a student who used their diagram to reason about a solution and a student who used the structure of the equation to reason about a solution.
Digital
Launch
Give students 5 minutes of quiet work time followed by a whole-class discussion.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. For example, display a blank template of a tape diagram labeling the different parts with generalizations for what content will go inside. In addition, consider using a previous example situation or equation to make connections to the blank template.
Supports accessibility for: Conceptual processing; Memory
Speaking, Representing: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to refine their tape diagrams. Ask students to meet with 2–3 partners to get feedback on their diagram of one or both equations. Listeners should press for details from the equations (e.g., “Where is the ___ from the equation in your diagram?”). This will help students use language to describe connections between the diagrams and the equations.
Design Principle(s): Support sense-making
Student Facing
Draw a tape diagram to match each equation.
\(114 = 3x + 18\)
\(114 = 3(y + 18)\)
Use any method to find values for
\(x\)
and
\(y\)
that make the equations true.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Give students 5 minutes of quiet work time followed by a whole-class discussion.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. For example, display a blank template of a tape diagram labeling the different parts with generalizations for what content will go inside. In addition, consider using a previous example situation or equation to make connections to the blank template.
Supports accessibility for: Conceptual processing; Memory
Speaking, Representing: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to refine their tape diagrams. Ask students to meet with 2–3 partners to get feedback on their diagram of one or both equations. Listeners should press for details from the equations (e.g., “Where is the ___ from the equation in your diagram?”). This will help students use language to describe connections between the diagrams and the equations.
Design Principle(s): Support sense-making
Student Facing
\(114 = 3x + 18\)
\(114 = 3(y + 18)\)
Draw a tape diagram to match each equation.
Use any method to find values for
\(x\)
and
\(y\)
that make the equations true.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
To make a Koch snowflake:
Start with an equilateral triangle that has side lengths of 1. This is step 1.
Replace the middle third of each line segment with a small equilateral triangle with the middle third of the segment forming the base. This is step 2.
Do the same to each of the line segments. This is step 3.
Keep repeating this process.
[IMG]
What is the perimeter after step 2? Step 3?
What happens to the perimeter, or the length of line traced along the outside of the figure, as the process continues?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
For each equation, select a student who used their diagram to reason about a solution and a student who used the structure of the equation to reason about a solution. Ask these students to explain how they arrived at a solution. Display the diagram and the equation side by side as students are explaining, and draw connections between the two representations.
Do not demonstrate any equation-solving procedures yet.


correct_option_index: 1