few_shots: 
Example:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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.


Description: 
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, assess whether the following problem or activity aligns with the provided description.

shot_info: im_task_001477_neg_0

K
standard_description: Use place value understanding to round multi-digit whole numbers to any place.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
This optional activity gives students another opportunity to practice identifying multiples of some powers of 10 that border a given number and identify the nearest ones. As before, students may use number lines to support their reasoning, but here the number lines are unlabeled.
Launch
Groups of 2
Activity
“Work independently for a few minutes. Then, discuss your responses with your partner.”
5 minutes: independent work time
2 minutes: partner discussion
Student Facing
Answer each question. Label and use the number lines if they are helpful.
Is 425,193 closer to 400,000 or 500,000?
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Is 425,193 closer to 420,000 or 430,000?
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Is 425,193 closer to 425,000 or 426,000?
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Is 425,193 closer to 425,100 or to 425,200?
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Is 425,193 closer to 425,190 or to 425,200?
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For the number 425,193:
The nearest multiple of 100,000 is _______________.
The nearest multiple of 10,000 is _______________.
The nearest multiple of 1,000 is _______________.
The nearest multiple of 100 is _______________.
The nearest multiple of 10 is _______________.
Student Response
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Activity Synthesis
Invite students to share their responses and reasoning.
“Which nearest multiples were you able to identify fairly easily?”
“Which were a bit more challenging, if any? Why might that be?”


aligns: yes