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 number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
problem_activity: Problem 1
Josie makes 1.7 liters of lemonade. Josie’s mom tells her to split it evenly with her brother. How much lemonade, in liters, will Josie and her brother each get?
Problem 2
Here is how Mai used base-ten diagrams to calculate 0.62 ÷ 5. She started by representing 0.62.
[IMG]
She then made 5 groups, each with 1 tenth. There was 1 tenth left. She unbundled it into 10 hundredths and distributed the hundredths into 5 groups. Here is her diagram for 0.62 ÷ 5.
[IMG]
Mai should have a total of 12 hundredths, but her diagram shows only 10. Why?
She did not originally have thousandths, but in her diagrams each group has 4 thousandths. Why?
What value has Mai found for 0.62 ÷ 5?
Problem 3
Here is how Lin calculated 0.62 ÷ 5.
|                 Lin wrote the dividend, 0.62, and the divisor, 5.                  | She subtracted 5 groups of different amounts from 0.62, starting with 5 groups of 0.10, then 5 groups of 0.02. |                Lin wrote 0 to the right of the 2, which made 0.020.                | Lastly, she subtracted 5 times 0.004 from 0.020, which left no remainder.                          Then she added 0.100 + 0.020 + 0.004, which gave a quotient of 0.124. |
|------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| .. image:: https://d21royfkw9g4l6.cloudfront.net/9FyZXfKqijxVpRgv2Bc6qf_CDWBZL.png |               .. image:: https://d21royfkw9g4l6.cloudfront.net/nxKMGc5DKRKgY6x2FVmo07_YDGM41.png               | .. image:: https://d21royfkw9g4l6.cloudfront.net/O3iHOw3zlpAkiFdwXHFNPB_NVXARD.png |                                            .. image:: https://d21royfkw9g4l6.cloudfront.net/91UkRicG3K9xdXGPqEsgOT_06NZSH.png                                            |
Lin put a 0 after the remainder of 0.02. Why? Why does this 0 not change the value of the quotient?
What value did Lin find for 0.62 ÷ 5?
Problem 4
Solve. Show or explain your work.
27 ÷ 6
0.84 ÷ 8
18.03 ÷ 6
3 ÷ 4


aligns: no