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: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
problem_activity: Task
2 bottles of water cost $5.00.
Fill in the table that shows the costs for 4, 6, and 8 bottles. Find the cost for a single bottle in each case.
| Number of bottles | Cost (\$) | Cost per bottle |
|-------------------|-----------|-----------------|
|       $$2$$       |   $$5$$   |                 |
|       $$4$$       |           |                 |
|       $$6$$       |           |                 |
|       $$8$$       |           |                 |
5 granola bars cost $4.00
Fill in the table that shows the costs for 10, 15, and 20 granola bars. Find the cost for a single granola bar in each case.
| Number of granola bars | Cost (\$) | Cost per bar |
|------------------------|-----------|--------------|
|         $$5$$          |   $$4$$   |              |
|         $$10$$         |           |              |
|         $$15$$         |           |              |
|         $$20$$         |           |              |
Explain why if you can buy $a$ items for $b$ dollars, or buy $2a$ items for $2b$ dollars, the cost per item is the same in either case.


aligns: no