few_shots: 
Example:
Problem/activity:
Stage 1: Money
 Required Preparation
 Materials to Copy
 Blackline Masters
 Would You Rather Stage 1 Spinner
 Would You Rather Stage 1 Recording Sheet
 
 Narrative
 The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.

Concept/skill: 
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¬¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Answer: 
Yes. In this activity, students write word problems that compare coin amounts.

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

shot_info: im_center_000269_pos_0

2
standard_description: Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
problem_activity: Activity
In this activity, students practice reasoning about the amount in one group in division situations. They continue to write equations and draw diagrams to support their reasoning. In two problems (odd-numbered), the given number of groups is greater than 1. In the other two problems (even-numbered), a fraction of a group is given. Though this does not affect the structure of the equations students write, students need to take care to reflect this information correctly in their diagrams.
Students choose two problems to solve and work in groups of 2. Time permitting, students create a visual display of their work and conclude the activity with a gallery walk.
Launch
Arrange students in groups of 2. Ask each group to choose two problems: an even-numbered problem and an odd-numbered problem. Give students 7–8 minutes of quiet time to work on their two chosen problems, and a few minutes to share their work with their partner.
Provide access to geometry toolkits and tools for creating a visual display. If time permits, ask each group to create a visual display of their solution and reasoning for one problem. Emphasize that they should organize their reasoning so it can be followed by others.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Provide students with access to blank tape diagrams to support information processing.
Supports accessibility for: Visual-spatial processing; Organization
Student Facing
Write a multiplication equation and a division equation and draw a diagram to represent each situation. Then, find the answer and explain your reasoning.
Jada bought
\(3\frac12\)
yards of fabric for
$
21. How much did each yard cost?
\(\frac 49\)
kilogram of baking soda costs
$
2. How much does 1 kilogram of baking soda cost?
Diego can fill
\(1\frac15\)
bottles with 3 liters of water. How many liters of water fill 1 bottle?
\(\frac54\)
gallons of water fill
\(\frac56\)
of a bucket. How many gallons of water fill the entire bucket?
Student Response
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click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
The largest sandwich ever made weighed 5,440 pounds. If everyone on Earth shares the sandwich equally, how much would you get? What fraction of a regular sandwich does this represent?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Arrange for groups that are assigned the same problem to present their visual displays near one another. Give students a few minutes to visit the displays and to see how others reasoned about the same two problems they chose. Before students begin a gallery walk, ask them to be prepared to share a couple of observations about how their strategies and diagrams are the same as or different from others’.
After the gallery walk, invite a couple of students to share their observations. Tell them that, in upcoming lessons, they will investigate other ways to reason efficiently about division problems.
Speaking, Representing: MLR8 Discussion Supports.
Give students additional time to make sure that everyone in their group can explain the equations and diagrams they created. Prompt groups to rehearse what they will say when they share with another group. Rehearsing provides students with additional opportunities to speak and clarify their thinking. This will also help students improve the quality of their explanations during the whole-class discussion.
Design Principle(s): Optimize output (for explanation)


aligns: no