few_shots: 
Example:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
problem_activity: Narrative
This activity develops students’ understanding of the vertical method of recording partial quotients and their ability to use it to perform division. One of the quotients here involves a remainder, prompting students to interpret it. Students are reminded that the term “remainder” is used to describe “leftovers” when dividing.
MLR2 Collect and Display.
Synthesis: Direct attention to words collected and displayed from the previous lessons. Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Reading
Launch
Groups of 2
Activity
3 minutes: independent work time on the first 2 problems.
Pause after problem 2 to discuss students’ responses.
Display the different ways that students decompose 389 to divide it by 7.
“Most other calculations we’ve seen so far end with a 0, but this one ends with a 4. What does the 4 tell us?” (We cannot make a group of 7 with 4 leftover. 389 is not a multiple of 7, and there are leftovers.)
“When we divide and end up with leftovers we call them remainders, because they represent what is remaining after we divide into equal groups.”
Display:
\(389 = 7 \times 55 + 4\)
“How does this equation show that
\(389 \div 7\)
has a remainder?” (It shows that 389 is not a multiple of 7. It also shows that 7 and 55 make a factor pair for 385, and 389 is 4 more than that.)
3 minutes: independent work time on the last 2 problems.
As students work on the last two problems monitor for students who:
start with the largest multiple of 3 and 10 within 702 that they can think of to decompose the dividend (690, 600).
use the fewest steps to find the quotient.
Student Facing
Jada used partial quotients to find out how many groups of 7 are in 389.
Analyze Jada’s steps in the algorithm.
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Look at the three numbers above 389. What do they represent?
Look at the three subtractions below 389. What do they represent?
What is another way you can decompose 389 to divide by 7?
Is 389 a multiple of 7? Explain your reasoning.
Use an algorithm that uses partial quotients to find out how many groups of 3 are in 702.
Is 702 a multiple of 3? Explain your reasoning.
Student Response
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for free access to Student Response.
Activity Synthesis
Display responses that show variation in how students decomposed 702 in problem 3.
Highlight that there are countless ways of using partial quotients to divide a number, but it may be more efficient to divide larger groups than smaller groups (for example, removing 350 once, as opposed to removing 70 five times. Removing smaller groups is just as valid, however.)
To help students see the relationship between corresponding partial products and partial quotients, consider illustrating them visually. Some examples:
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aligns: yes