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 problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: im_center_000269_pos_0

2
standard_description: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Problem 1
Here are two algorithms for finding the value of 64 × 2.
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a.   How is Patrice’s method similar to and different from Jerome’s method?
b.   How do you think Jerome found the product 128?
Problem 2
Patrice solved the problem 813 × 7 using the partial products algorithm, as shown below:
[IMG]
Jerome solved in a different way from Patrice. Here is what he did:
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a.   How is Patrice's method similar to and different from Jerome's method?
b.   What are the advantages and disadvantages of Patrice's method? Of Jerome's method?
Problem 3
Try using the standard algorithm to solve. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$54\times6$$
b.
$$9\times673$$
c.
$$1,605\times4$$


aligns: no