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: Use place value understanding to round decimals to any place.
problem_activity: Narrative
The purpose of this activity is for students to estimate the number of shipping containers on a fully loaded cargo ship. Then they make many assumptions about the arrangement of the containers on the boat to come up with a better estimate.
Launch
Groups of 2
Display image.
“How many containers are on the cargo ship?”
“What is an estimate that’s too high?” “Too low?” “About right?”
1 minute: quiet think time
Record responses.
Activity
“A cargo ship can hold many more than 60 containers. The second image is a picture of a cargo ship that is fully loaded.“
5 minutes: independent work time
“Discuss your estimates and assumptions with your partner.”
2 minutes: partner discussion
Monitor for students who are making different assumptions:
The ship is fully loaded.
Some of the space is taken up with structures.
There are more containers below deck that we can’t see.
All containers are the same size.
the specific side lengths of the shipping containers
Student Facing
How many containers are on the cargo ship?
[IMG]
Record an estimate that is:
|                    too low                     |                  about right                   |                    too high                    |
|------------------------------------------------|------------------------------------------------|------------------------------------------------|
| \(\phantom{\hspace{2.2cm} \\ \hspace{2.2cm}}\) | \(\phantom{\hspace{2.2cm} \\ \hspace{2.2cm}}\) | \(\phantom{\hspace{2.2cm} \\ \hspace{2.2cm}}\) |
How many containers are on the cargo ship?
[IMG]
Record an estimate that is:
|                    too low                     |                  about right                   |                    too high                    |
|------------------------------------------------|------------------------------------------------|------------------------------------------------|
| \(\phantom{\hspace{2.2cm} \\ \hspace{2.2cm}}\) | \(\phantom{\hspace{2.2cm} \\ \hspace{2.2cm}}\) | \(\phantom{\hspace{2.2cm} \\ \hspace{2.2cm}}\) |
What assumptions were you making when you came up with your estimates?
Student Response
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Activity Synthesis
Invite students to share their estimates and any assumptions they made.
“How could you improve your estimate?” (Recreate the ship using a model. Check the height, width, and length of the container arrangement. See how many are on one side of the ship and multiply that to get a closer estimate.)


aligns: no