few_shots: 
Example:
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.


Concept/skill: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Answer: 
No. Though this task involves addition, it does not involve any word problems.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: im_task_001477_neg_0

K
standard_description: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
problem_activity: Optional activity
This activity extends the work with rectangles and fractions to continued fractions. Continued fractions are not a part of grade-level work, but they can be reasoned about and rewritten using grade-level skills for operating on fractions (MP8). In particular, the insight that
\(\frac{1}{\frac{a}{b}}=\frac{b}{a}\)
(a special case of invert and multiply) is helpful.
In this activity, students consolidate their understanding about how the greatest common factor of the numerator and denominator of a fraction can help them write an equivalent fraction whose numerator and denominator have greatest common factor 1—sometimes called “lowest terms.”
Launch
Arrange students in groups of 2. Students work alone and compare their work with a partner.
Consider a quick warm-up like this:
Write a fraction that is equal to each expression:
\(3+\frac15\)
\(\frac{1}{3+\frac15}\)
\(2+\frac{1}{3+\frac15}\)
Representation: Develop Language and Symbols.
Eliminate barriers and provide concrete manipulatives to connect symbols to concrete objects or values. For example, provide students with access to the four large rectangles prepared on graph paper.
Supports accessibility for: Visual-spatial processing; Fine-motor skills
Student Facing
Accurately draw a 37-by-16 rectangle. (Use graph paper, if possible.)
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
How many squares of each size are there?
What are the dimensions of the last square you drew?
What does this have to do with
\(2+\frac{1}{3+\frac15}\)
?
Consider a 52-by-15 rectangle.
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
Write a fraction equal to this expression:
\(3+\frac{1}{2+\frac17}\)
.
Notice some connections between the rectangle and the fraction.
What is the greatest common factor of 52 and 15?
Consider a 98-by-21 rectangle.
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
Write a fraction equal to this expression:
\(4+\frac{1}{1+\frac{7}{14}}\)
.
Notice some connections between the rectangle and the fraction.
What is the greatest common factor of 98 and 21?
Consider a 121-by-38 rectangle.
Use the decomposition-into-squares process to write a continued fraction for
\(\frac{121}{38}\)
. Verify that it works.
What is the greatest common factor of 121 and 38?
Student Response
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aligns: yes