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: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Answer: 
No. Though this task involves addition, it does not involve any word problems.

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_neg_0

K
standard_description: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
problem_activity: Task
Statistical questions are questions that can be answered by collecting data and where we anticipate that there will be variability in that data. The data collected can be summarized in a distribution that can then be described in terms of center and in terms of spread. For some statistical questions, to answer the question you need to consider center. For other questions you might need to consider spread.
For each of the five statistical questions below, decide if you would answer the question by considering center or considering variability in the data distribution.
Example 1: The records office at an elementary school keeps daily attendance records.
Question 1: For students at this school, what is a typical number of school days missed in the month of April?
Example 2: Suppose that third graders at your school took both a math test and a social studies test. Scores on both tests could be any number between 0 and 100.
Question 2: On average, did the students score better on the math test or the social studies test?
Question 3: Were the students’ scores more consistent (more similar to one another) on the math test or on the social studies test?
Example 3: Bags of M&Ms don’t all have exactly the same number of candies in each bag. Suppose you count the number of candies in each of 25 bags of plain M&Ms and in each of 25 bags of peanut M&Ms, and make two dot plots—one for the number of candies in the plain M&M bags and one for the number of candies in the peanut M&M bags.
Question 4: If you wanted to give each student in your class a bag of M&Ms and you wanted to try to make sure that each student got the same number of candies, should you give them bags of plain M&Ms or bags of peanut M&Ms?
Question 5: If you wanted to give each student in your class a bag of M&Ms and you wanted to try to give students bags with the greatest number of candies, should you give them bags of plain M&Ms or bags of peanut M&Ms?


aligns: no