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: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
- An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
- An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
problem_activity: Problem 1
The table below shows the distance that Ms. Smith's fourth graders ran before stopping for a rest.
| Student | Distance (in miles) |
|---------|---------------------|
|   Joe   |  $${2{1\over2}}$$   |
| Arianna |  $${1{3\over4}}$$   |
|  Bobbi  |  $${2{1\over8}}$$   |
| Morgan  | $${1{{5\over8}}}$$  |
|  Jack   | $${2{{5\over8}}}$$  |
|  Sasha  |  $${2{1\over4}}$$   |
|  Tyler  |  $${2{2\over4}}$$   |
|  Jenny  |   $${{5\over8}}$$   |
|  Anson  |  $${2{2\over8}}$$   |
| Chandra |  $${2{4\over8}}$$   |
Using the information in the table, answer the following questions:
a.   What was the longest distance a student ran?
b.   What was the shortest distance a student ran?
c.   What was the most common distance that students ran?
Problem 2
Use the data from Anchor Task #1 to create a line plot.
Problem 3
a.   With a partner or group, gather a handful of round buttons from a diverse collection and use a ruler to measure the diameter of each button to the nearest eighth inch.
b.   Make a dot plot of button diameters, marking your scale in eighth-inch increments.
c.   What is the most common diameter in your collection? How does that compare with the collection from another group?
d.   Now measure the diameters of these same buttons to the nearest quarter inch.
e.   Make a dot plot of button diameters, marking your scale in quarter-inch increments.
f.   Describe the differences between the two dot plots you created. Which one gives you more information? Which one is easier to read?


aligns: no