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:
{
  "explanation": "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:
{
  "explanation": "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:
{
  "explanation": "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: Geometric measurement: understand concepts of angle and measure angles.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Relate addition and subtraction to length.

Tell and write time.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Measure lengths indirectly and by iterating length units.

Convert like measurement units within a given measurement system.

Classify objects and count the number of objects in each category.

Work with time and money.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Describe and compare measurable attributes.

Represent and interpret data.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Measure and estimate lengths in standard units.
problem_activity: Narrative
The purpose of this activity is for students to make sense of different methods they can use to compare three-digit numbers. They analyze the thinking of others and make connections across representations (MP2, MP3). Although students have compared numbers using different representations in prior units, this activity offers them the opportunity to consider using the number line as a tool to compare three-digit numbers. In the synthesis, students will discuss which representation makes it easier to see the comparison. While students could make a case that each of the representations was easier for them, the focus is on Jada’s way, the number line.
MLR8 Discussion Supports.
Display sentence frames to support partner discussion. “_____ and _____ are the same/alike because . . .” and “_____ and _____ are different because . . . .”
Advances: Speaking, Conversing
Launch
Groups of 2
Activity
“Diego, Jada, and Clare were asked to compare 371 and 317. They each represented their thinking differently.”
“Take some time to look over their methods.”
2 minutes: independent work time
“Discuss with your partner how their methods are the same and different.”
4 minutes: partner discussion
“Now try Jada’s way.”
6 minutes: partner work time
Student Facing
Each student compared 371 and 317, but represented their thinking in different ways.
Diego
[IMG]
[IMG]
I see 3 hundreds for each number.
317 only has 1 ten, but 371 has 7 tens.
\(371 > 317\)
Clare
Each has 3 hundreds.
371 has 7 tens, but 317 only has 1 ten.
\(317 < 371\)
Jada
[IMG]
I can see that 371 is farther to the right on my number line, so I know it is greater than 317.
\(371 > 317\)
What is the same and different about these students’ representations?
Discuss with a partner.
Try Jada’s way.
Estimate the location of 483 and 443 on the number line.
Mark each number with a point. Label the point with the number it represents.
[IMG]
Use
\(>\)
,
\(=\)
, or
\(<\)
to compare 483 and 443.
______________________________
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students write comparison statements that are not true, ask them to read their statements and consider asking:
“How did you decide which number was greater?”
“How does your statement match the number line?”
Activity Synthesis
“Clare, Diego, and Jada represented their thinking in different ways. Whose method made it easier to see that 371 is greater than 317? Explain.” (Jada’s because you just have to look at which number is farther to the right. You can see 371 is farther from 0. Diego’s because I use diagrams and I can see quickly that the hundreds are the same and there are more tens, but some things were the same.)
As needed, “Jada and Diego wrote
\(371 > 317\)
, but Clare wrote
\(317 < 371\)
. Who do you agree with? Explain.” (They both mean the same thing. 371 is greater than 317, so 317 is less than 371.)


correct_option_index: 2