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 problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: im_task_001477_pos_0

K
standard_description: Distinguish between situations that can be modeled with linear functions and with exponential functions.
problem_activity: Task
According to Wikipedia, the International Basketball Federation (FIBA) requires that a basketball bounce to a height of 1300 mm when dropped from a height of 1800 mm.
Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let $h$ be the function that assigns to $n$ the rebound height of the ball (in mm) on the $n^{\rm th}$ bounce. Complete the chart below, rounding to the nearest mm.
{"table": [{"_attributes": {"class": ["centered", "narrow"]}, "tbody": [{"tr": [{"th": [{"_value": "$n$"}, {"_value": "$h(n)$"}]}, {"td": [{"_value": "0"}, {"_value": "1800"}]}, {"td": [{"_value": "1"}, {}]}, {"td": [{"_value": "2"}, {}]}, {"td": [{"_value": "3"}, {}]}]}]}]}
Write an expression for $h(n)$.
Solve an equation to determine on which bounce the basketball will first have a height of less than 100 mm.


aligns: yes