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: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Problem 1
a.   Fill in the following blanks to make true statements. Use base ten blocks to help you.
1 thousand is the same as _______ hundreds.
1 hundred is the same as _______ tens.
1 ten is the same as _______ ones.
1 one is the same as _______ tenths.
b.   Below is an area model that represents 1 one. It is partitioned into tenths. Partition it to show what you would expect the next smallest unit to look like so that it continues the pattern in Part (a).
[IMG]
c.   Use what you notice in Part (a) and (b) to write a similar sentence that starts “1 tenth is the same as…”
Problem 2
The shaded part of this diagram represents 1 hundredth. We can write this as the fraction
$$\frac{1}{100}$$
or as the decimal
0.01.
[IMG]
Fill out the following table to represent each given number.
{"table": [{"_attributes": {"class": ["table", "table-bordered"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align: center;"}, "strong": [{"_value": "Diagram"}]}, {"_attributes": {"style": "text-align: center;"}, "strong": [{"_value": "Unit Form"}]}, {"_attributes": {"style": "text-align: center;"}, "strong": [{"_value": "Fraction Form"}]}, {"_attributes": {"style": "text-align: center;"}, "strong": [{"_value": "Decimal Form"}]}]}, {"td": [{"_attributes": {"style": "text-align: center;"}, "p": [{"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png"}}]}]}, {"_attributes": {"style": "text-align: center;"}, "_value": "7 hundredths"}, {}, {}]}, {"td": [{"_attributes": {"style": "text-align: center;"}, "p": [{"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png"}}]}]}, {}, {"_attributes": {"style": "text-align: center;"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{32}{100}$$"}]}, {}]}, {"td": [{"_attributes": {"style": "text-align: center;"}, "p": [{"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png"}}]}]}, {}, {}, {"_attributes": {"style": "text-align: center;"}, "_value": "0.85"}]}, {"td": [{"_attributes": {"style": "text-align: center;"}, "p": [{"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/xJTfKSJObLTngvzpCrjGcc_LY71VX.png"}}]}]}, {}, {}, {}]}]}]}]}
Problem 3
a.   Explain why
$${{1\over10}={10\over100}}$$
. Draw a picture to illustrate your explanation.
b.   Explain why
$${0.20 = 0.2}$$
. Draw a picture to illustrate your explanation.
Problem 4
Jani and Kai are representing a decimal number. Here are the area models they drew:
{"table": [{"_attributes": {"align": "center", "class": ["table"], "style": "width:50%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align: center;"}, "_value": "Jani"}, {"_attributes": {"style": "text-align: center;"}, "_value": "Kai"}]}, {"td": [{"p": [{"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/pCjOWHyq93ljOqoarBpFRi_XAG8G1.png"}}]}]}, {"p": [{"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/IX0bwHJs13FGRL7TldfH6i_9P5SGX.png"}}]}]}]}]}]}]}
a.   What value do you think Jani and Kai are trying to model? How do you know?
b.   Draw pictures to show what Kai might have drawn for each area model in Anchor Task 2.


correct_option_index: 0

1