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.


Mathematical concept/skill options: 
A. Write and interpret numerical expressions.
B. Generate and analyze patterns.
C. Analyze patterns and relationships.
D. Use properties of operations to generate equivalent expressions.
E. Use the four operations with whole numbers to solve problems.
F. Work with radicals and integer exponents.
G. Solve systems of equations.
H. Represent and solve problems involving multiplication and division.
I. Perform arithmetic operations on polynomials.
J. Understand the relationship between zeros and factors of polynomials.
K. Understand properties of multiplication and the relationship between multiplication and division.
L. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
M. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
N. Use polynomial identities to solve problems.
O. Apply and extend previous understandings of arithmetic to algebraic expressions.
P. Rewrite rational expressions.
Q. Interpret the structure of expressions.
R. Add and subtract within 20.
S. Analyze and solve linear equations and pairs of simultaneous linear equations.
T. Represent and analyze quantitative relationships between dependent and independent variables.
U. Solve equations and inequalities in one variable.
V. Create equations that describe numbers or relationships
W. Reason about and solve one-variable equations and inequalities.
X. Represent and solve equations and inequalities graphically.
Y. Understand solving equations as a process of reasoning and explain the reasoning.
Z. Understand and apply properties of operations and the relationship between addition and subtraction.
AA. Gain familiarity with factors and multiples.
AB. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
AC. Work with addition and subtraction equations.
AD. Multiply and divide within 100.
AE. Work with equal groups of objects to gain foundations for multiplication.
AF. Represent and solve problems involving addition and subtraction.
AG. Write expressions in equivalent forms to solve problems.
AH. Understand the connections between proportional relationships, lines, and linear equations.


Your response:
Thought: This task teaches students to understand addition as putting together counters, or adding to already placed counters.
Answer: AB

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K
options: Reason quantitatively and use units to solve problems.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Use complex numbers in polynomial identities and equations.

Perform operations on matrices and use matrices in applications.

Represent complex numbers and their operations on the complex plane.

Perform arithmetic operations with complex numbers.

Use properties of rational and irrational numbers.

Represent and model with vector quantities.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Perform operations on vectors.

Apply and extend previous understandings of numbers to the system of rational numbers.

Extend the properties of exponents to rational exponents.

Compute fluently with multi-digit numbers and find common factors and multiples.
problem_activity: Activity
In this activity, students use long division to divide whole numbers whose quotient is not a whole number. Previously, students found the quotient of
\(62 \div 5\)
using base-ten diagrams and the partial quotients method. Because the long division is a particular version of the partial quotients method, and because students have been introduced to long division, they have the tools to divide whole numbers that result in a (terminating) decimal. In this activity, students evaluate and critique the reasoning of others (MP3).
Launch
Arrange students in groups of 2. Provide access to graph paper. Give students 7–8 minutes to analyze and discuss Lin’s work with a partner and then complete the second set of questions.
Pause to discuss students’ analyses and at least one of the division problems. Students should understand that, up until reaching the decimal point, long division works the same for
\(62 \div 5 = 12.4\)
as it does for
\(657 \div 3 = 219\)
. In
\(62 \div 5\)
, however, there is a remainder of 2 ones, and we need to convert to the next smaller place value (tenths), change the 2 ones into 20 tenths, and then divide these into 5 equal groups of 4 tenths.
Prepare students to do the last set of questions by setting up the long division of
\(5 \div 4\)
for all to see. Discuss the placement of the decimal point. Reiterate that we can write extra zeros at the end of the dividend, following the decimal point, so that remainders can be worked with. Have students work through this problem and the others. Follow with a whole-class discussion.
Representation: Access for Perception.
Display and read Lin’s method for calculating the quotient of
\(62 \div 5\)
aloud. Students who both listen to and read the information will benefit from extra processing time.
Supports accessibility for: Language; Conceptual processing
Student Facing
Here is how Lin calculated
\(62 \div 5\)
.
[IMG]
Discuss with your partner:
Lin put a 0 after the remainder of 2. Why? Why does this 0 not change the value of the quotient?
Lin subtracted 5 groups of 4 from 20. What value does the 4 in the quotient represent?
What value did Lin find for
\(62 \div 5\)
?
Use long division to find the value of each expression. Then pause so your teacher can review your work.
\(126 \div 8\)
\(90 \div 12\)
Use long division to show that:
\(5 \div 4\)
, or
\(\frac 54\)
, is 1.25.
\(4 \div 5\)
, or
\(\frac 45\)
, is 0.8.
\(1 \div 8\)
, or
\(\frac 18\)
, is 0.125.
\(1 \div 25\)
, or
\(\frac {1}{25}\)
, is 0.04.
Noah said we cannot use long division to calculate
\(10 \div 3\)
because there will always be a remainder.
What do you think Noah meant by “there will always be a remainder”?
Do you agree with him? Explain your reasoning.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Anticipated Misconceptions
Students may be perplexed by the repeating decimals in the last question and think that they have made a mistake. Ask them to compare their work with a partner’s, and then clarify during discussion that some decimals do repeat. Because this work comes into focus in grade 7, the goal here is simply for students to observe that not all decimals terminate.
Activity Synthesis
Focus the whole-class discussion on the third and fourth sets of questions. Ask a few students to show their long division for all to see and to explain their steps. Some ideas to bring to uncover:
Problems like
\(1 \div 25\)
are challenging because the first step is 0: there are
zero
groups of 25 in 1. This means that we need to introduce a decimal and put a 0 to the right of the decimal. But one 0 is not enough. It is not until we add the second 0 to the right of the decimal that we can find 4 groups of 25 in 100. Because we moved two places to the right of the decimal, these 4 groups are really
\(0.04\)
, which is the quotient of 1 by 25.
Problems like
\(1 \div 3\)
are not fully treated until grade 7. At this point, we can observe that the long division process will go on and on because there is always a remainder of 1.
Some questions to ask students that highlight these points include:
When you found
\(1 \div 8\)
, what was your first step? (I put a 0 above the dividend 1 and added a decimal because I cannot take any 8’s from 1.)
When you found
\(1 \div 25\)
, what were your first few steps? (I put a 0 above the dividend 1 and added a decimal because I cannot take any 25’s from 1. I needed to add another 0 to the right of the decimal because I still cannot take any 25’s from 10.)
Why do we not write 0’s in advance to the right of the decimal? (We do not know in advance if we will need these 0’s or how many of them we might need, so we usually write them as needed.)
Another valuable link to make is to connect the values for the decimals in Problem 4 to percentages. For example, the fact that
\(\frac{4}{5} = 0.8\)
means that
\(\frac{4}{5}\)
of a quantity is 80% of that quantity. Similarly
\(\frac{1}{25}\)
of a quantity is the same as 4% of that quantity.
Writing, Listening, Conversing: MLR1 Stronger and Clearer Each Time.
Use this routine to help students improve their written responses to the question, “Noah said we cannot use long division to calculate
\(10÷3\)
because there will always be a remainder. Do you agree or disagree with this statement?” Give students time to meet with 2–3 partners to share and get feedback on their responses. Provide listeners with prompts that will help their partners strengthen their ideas and clarify their language (e.g., “Can you explain why there is always a remainder?”, “What number always remains?”, and “Could you try to explain this using a different example?”). Give students 1–2 minutes to revise their writing based on the feedback they received.​ Communicating their reasoning with a partner will help students understand situations in which long division does not work
Design Principle(s): Optimize output (for explanation); Cultivate conversation


correct_option_index: 13