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: 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: Narrative
The purpose of this activity is for students to practice multiplying multi-digit numbers that have one or more digits of 0 at the end. Monitor for students who:
use the standard algorithm to evaluate
\(6,\!700 \times 89\)
.
multiply the product
\(67 \times 89\)
by 10 to find the value of the product
\(670 \times 89\)
.
multiply the product of
\(670 \times 89\)
by 10 to find the value of the product
\(6,\!700 \times 89\)
.
Students who observe that
\(670 = 10 \times 67\)
and
\(6,\!700 = 10 \times 670\)
and use these relationships to find the values of the products are observing regularity in repeated reasoning and using their knowledge of how to multiply a whole number by 10 (MP7, MP8).
Representation: Internalize Comprehension.
Synthesis: Invite students to identify which details were important to find products of multi-digit numbers that have zero digits. Display the sentence frame, “The next time I multiply a number that contains zero digits, I will pay attention to . . . .“
Supports accessibility for: Conceptual Processing, Memory
Launch
Groups of 2
Activity
5–7 minutes: independent work time
5–7 minutes: partner discussion
Student Facing
Find the value of each product.
1.
[IMG]
2.
[IMG]
3.
[IMG]
4.
[IMG]
Student Response
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Activity Synthesis
Display the product
\(6,\!700 \times 89\)
:
Ask previously identified students to share their solutions.
Display student work or the image from the sample response:
[IMG]
“What is the relationship between
\(670\times89\)
and
\(6,\!700\times89\)
?” (The product
\(6,\!700\times89\)
is ten times larger because one of the factors is ten times greater.)
“What is the relationship between
\(67 \times 89\)
and
\(6,\!700 \times 89\)
?” (The product
\(6,\!700 \times 89\)
is 100 times as large as
\(67 \times 89\)
since 6,700 is
\(100 \times 67\)
.)


aligns: no