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.


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

shot_info: im_task_001477_pos_0

K
standard_description: Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
problem_activity: A city planner for a neighborhood of Boston is trying to determine if a new park should be built in the neighborhood. She goes around the neighborhood, knocking on doors, asking, “How many children under the age of 7 live in this household?” The data she collected from 28 households is shown in the frequency table below.
{"table": [{"_attributes": {"align": "center", "class": ["table", "table-bordered"], "style": "table-layout:fixed; width:40%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align:center"}, "strong": [{"_value": "# of children under 7 years old in the household"}]}, {"_attributes": {"style": "text-align:center"}, "strong": [{"_value": "Frequency"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "0"}, {"_attributes": {"style": "text-align:center"}, "_value": "9"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "1"}, {"_attributes": {"style": "text-align:center"}, "_value": "6"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "2"}, {"_attributes": {"style": "text-align:center"}, "_value": "8"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "3"}, {"_attributes": {"style": "text-align:center"}, "_value": "4"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "4"}, {"_attributes": {"style": "text-align:center"}, "_value": "0"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "5"}, {"_attributes": {"style": "text-align:center"}, "_value": "1"}]}]}]}]}
a.   Create a dot plot to represent the data. Describe your dot plot in words.
b.   What number would you use to represent the center of the data? Explain why you chose that number.
c.   Based on the data, what would you recommend to the city planner about the new park? Does this neighborhood seem like a good place to put the new park? Explain why or why not using the data.


aligns: no