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: 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.
problem_activity: Narrative
The purpose of this activity is for students to find quotients of a whole number by tenths or hundredths. This activity focuses on divisors of 0.2 and 0.02 to build on students' previous work dividing by 0.1 and 0.01. The strategies, diagrams and place value reasoning used in the previous lessons still apply. Students may also think about the problems using multiplication. For example
\(1 \div 0.2 = 5\)
because
\(5 \times 0.2 = 1\)
.
Required Materials
Materials to Copy
Small Grids
Launch
Groups of 2
Give students access to blackline masters with grids.
Activity
1–2 minutes: quiet think time
8–10 minutes: partner work time
Monitor for students who represent their reasoning with:
diagrams
expressions or words using multiplication
Student Facing
Find the value of each expression. Explain or show your reasoning.
\(1 \div 0.2\)
\(2 \div 0.2\)
\(3 \div 0.2\)
\(4 \div 0.2\)
Find the value of each expression. Explain or show your reasoning.
\(1 \div 0.02\)
\(2 \div 0.02\)
\(3 \div 0.02\)
\(4 \div 0.02\)
What patterns do you notice?
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Advancing Student Thinking
If a student is not able to use the value of the first expression in each set to find the value of the later expressions, ask them to describe what they notice and wonder about each set of expressions. Use numbers and symbols when possible to record the relationships they describe.
Activity Synthesis
Ask selected students to share the representations listed above.
“How are the representations the same? How are they different?” (They both figured out how many tenths or hundredths are in one whole. Then they multiplied that by the number of wholes. One of them used a picture and one of them reasoned about the size of tenths and hundredths to find how many 0.2's and 0.02's are in one whole.)
Display a student's completed work showing the values of the quotients.
“What patterns do you see across the sets of equations?” (The quotients with a divisor of 0.01 are 10 times larger than those with a divisor of 0.1. The quotients with a divisor of 0.1 are a tenth of the value of those with a divisor of 0.01.)
Record the patterns as students describe them.


aligns: yes