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.


Standard options: 
A. Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
B. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
C. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
D. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
E. Fluently add and subtract within 5.


Your response:
{
  "explanation": "This task involves representing addition with objects such as number cards and dice.",
  "answer": "A"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K
options: Use place value understanding to round decimals to any place.

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

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.

Read, write, and compare decimals to thousandths.
problem_activity: Narrative
The purpose of this activity is for students to round to the nearest tenth and hundredth. Students have rounded in earlier grades but this is the first time they round to tenths or hundredths. This is a direct extension of rounding to the nearest ten, hundred, thousand, and other whole number values. Locating the numbers on the number line will recall this earlier work.
The launch introduces the context of a doubloon, a major currency in Portugal and Spain in the seventeenth, eighteenth, and nineteenth centuries. Students round the weight of a doubloon to the nearest tenth and hundredth of a gram. In both cases, older doubloons are still heavier after rounding. Rounded to the nearest gram, however, they are the same. This is important from a practical perspective because it is easier to measure a weight to the nearest gram than it is to the nearest tenth of a gram or hundredth of a gram. It is also important because the numbers 6.9 and even 6.87 are not as complex as 6.867, and having fewer digits helps visualize the value more quickly.
MLR8 Discussion Supports.
During small-group discussion, invite students to take turns sharing their responses. Ask students to restate what they heard using precise mathematical language and their own words. Display the sentence frame: “I heard you say . . . .” Original speakers can agree or clarify for their partner.
Advances: Listening, Speaking
Launch
Groups of 2
Display the image.
“This is a doubloon. What do you notice? What do you wonder?” (I notice 1798. I wonder if that’s the year it was made. I wonder if people actually used these as money. I notice there are words in a foreign language. I wonder what they say. I wonder what language it is.)
“Doubloons were a major currency in Portugal and Spain in the seventeenth, eighteenth, and nineteenth centuries. Today, we are going to study the weights of doubloons.”
Activity
“Take a couple of minutes to work on the first problem.”
2 minutes: partner work time
“What does it mean to measure a weight to the nearest tenth of a gram?” (It means you find the closest tenth of a gram to the weight.)
“How did you decide which kind of doubloon was on the scale?” (The older ones are heavier and the tenth they are closest to is 6.9 not 6.8.)
“The weight of the doubloon is rounded to the nearest tenth of a gram.”
“Now complete the rest of the problems.”
6–8 minutes: partner work time
Student Facing
[IMG]
Until 1728, doubloons weighed 6.867 grams.
After 1728, they weighed 6.766 grams.
You have a scale that measures weight to the nearest tenth of a gram.
Was the doubloon on the scale made before or after 1728?
[IMG]
If you had a scale that measured to the nearest gram, explain why you would not be able to tell what year the doubloon was made based on the weight listed on the scale.
Which doubloons weigh more, the ones made before 1728 or the ones made after 1728? Explain or show your reasoning.
Show the weights of the doubloons on the number line.
[IMG]
Use the number lines to find which hundredth of a gram the doubloon weights are each closest to.
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Invite students to share their answers for rounding the weights of the doubloons.
“How did you round the weight of the older doubloon to the nearest tenth? What about the nearest hundredth?” (It was closer to 6.9 than to 6.8, so I rounded to 6.9 to the nearest tenth. It was closer to 6.87 than to 6.86 so I rounded to 6.87 to the nearest hundredth.)
“How did the number lines help you round the numbers?” (I could see on the number line which tenth or which hundredth the number was closest to and then knew to round it there.)


correct_option_index: 0

3