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: Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
problem_activity: At a local bank, when you open an account, you provide certain information that is stored in the bank's records. The table below shows the names and mailing zip codes of some of the bank's customers.
{"table": [{"_attributes": {"align": "center", "class": ["table", "table-bordered"], "style": "table-layout:Fixed; width:50%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"_value": "Customer Name"}]}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"_value": "Zip Code"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Tyler Jackson"}, {"_attributes": {"style": "text-align:center"}, "_value": "70114"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Justine Goodman"}, {"_attributes": {"style": "text-align:center"}, "_value": "12084"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Tristan Manuel"}, {"_attributes": {"style": "text-align:center"}, "_value": "30311"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Vanera Caro"}, {"_attributes": {"style": "text-align:center"}, "_value": "30311"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Mia Lee"}, {"_attributes": {"style": "text-align:center"}, "_value": "20815"}]}]}]}]}
a.   Suppose
F
is the rule that takes a customer's name and provides their mailing zip code. According to the information in this table, is
F
a function? Explain your reasoning.
b.   Suppose
G
is the rule that takes a customer's mailing zip code and provides their name. According to the information in this table, is
G
a function? Explain your reasoning.
c.   If the bank is looking for a way to identify specific customers, why would using their zip code
not
be a good way to do this? What other input might the bank use instead?


aligns: no