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

shot_info: im_task_001477_neg_0

K
standard_description: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
problem_activity: Task
Malia found a "short cut" to find the decimal representation of the fraction $\frac{117}{250}$.  Rather than use long division she noticed that because $250 \times 4 = 1000$,
$$\frac{117}{250} = \frac{117 \times 4}{250 \times 4} = \frac{468}{1000} = 0.468.$$
For which of the following fractions does Malia's strategy work to find the decimal representation?
$$\frac{1}{3}, \frac{3}{4}, -\frac{6}{25}, \frac{18}{7}, \frac{13}{8} \;\; {\rm and} \;\; -\frac{113}{40}.$$
For each one for which the strategy does work, use it to find the decimal representation.
For which denominators can Malia's strategy work?


aligns: no