few_shots: 
Example:
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?

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.

Answer: 
Yes. In this activity, students write word problems that compare coin amounts.

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

shot_info: im_center_000269_pos_0

2
standard_description: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
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: yes