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.


Concept/skill: 
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.

Answer: 
Yes. This task involves representing addition with objects such as number cards and dice.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: im_task_001477_pos_0

K
standard_description: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
problem_activity: Problem 1
Flares are used to warn cars that there is an obstacle on the road. Flares are often part of cars’ emergency kits and burn for a long time.
Fred’s Flare Company used to make flares that burned for 100 minutes on average. Fred changed the chemical formula in his flares, and he thinks that his new formula will burn for slightly over 120 minutes. Fred wants to make the claim on his packaging that his flares “Now burn for over 2 hours on average!!”
To make this claim, Fred needs to back it up with data. He decides that performing some random sampling is the best way to do this. Since he runs a 24-hour production operation, he decides that taking a sample each hour is the easiest way to do this.
Fred has tried two different ways of sampling, as shown below.
| Sample size: 20 flares                      24 total samples (one per hour of production)            |https://d37su8u1z9ynie.cloudfront.net/uploads/2018/06/05/algiiu8_l12_at1.png|  |https://d37su8u1z9ynie.cloudfront.net/uploads/2018/06/05/algiiu8_l12_at1.png| image:: https://d37su8u1z9ynie.cloudfront.net/uploads/2018/06/05/algiiu8_l12_at1.png | Sample size: 100 flares                      24 total samples (one per hour of production)            |https://d37su8u1z9ynie.cloudfront.net/uploads/2018/06/05/algiiu8_l12_at1a.png|  |https://d37su8u1z9ynie.cloudfront.net/uploads/2018/06/05/algiiu8_l12_at1a.png| image:: https://d37su8u1z9ynie.cloudfront.net/uploads/2018/06/05/algiiu8_l12_at1a.png |
|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
If we further extrapolate that Fred continues to take samples for 30 days in the same manner as above, he charts his results in histograms shown below.
| .. image:: https://d37su8u1z9ynie.cloudfront.net/uploads/2018/06/05/algiiu8_l12_at1b.png | .. image:: https://d37su8u1z9ynie.cloudfront.net/uploads/2018/06/05/algiiu8_l12_at1c.png |
|------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------|
The margin of error is the largest expected difference between the estimate of a population parameter and the actual population parameter.
What would you guess is the mean and the margin of error of burn time of Fred’s flares (with the new and improved formula)?
Problem 2
The margin of error can also be calculated in by
$${ME=2\sqrt{{\hat{p}}(1-{\hat{p}})\over n}}$$
, where
$${\hat{p}}$$
is the proportion of a sample of an event occurring,
$$1-{\hat{p}}$$
is the proportion of a sample of an event not occurring,
$$n$$
is the sample size, and
$${\sigma}$$
is the sample standard deviation.
Suppose you draw a random sample of 36 chips from a mystery bag and find 20 red chips. Find:
The sample proportion of red chips
The standard error (standard deviation from the mean)
The margin of error


aligns: no