few_shots: 
Example:
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.

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.


Answer: 
No. Though this task involves addition, it does not involve any word problems.

Now, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: im_task_001477_neg_0

K
standard_description: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
problem_activity: Problem 1
Estimate the following quotient. Then compute it.
$$486\div79$$
Problem 2
Divya is trying to solve
$$369 ÷ 46$$
. She estimates the quotient to be
$$369\div46 \approx 350 \div 50 = 7$$
. She starts to compute below:
[IMG]
a.   What do you notice about Divya's work so far? What do you wonder?
b.   Based on what you noticed and wondered about Divya's work, find the solution to
$$369 \ ÷ \ 46$$
.
Problem 3
723 students were divided equally into teams of 94 students for field day. Any students left over after making as many groups of 94 as possible will just be a smaller team. How many students will be on a team smaller than 94, if any?


aligns: yes