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: 
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 decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Problem 1
a.   Fill in the following blanks to make true statements. Use base ten blocks to help you.
1 thousand is the same as _______ hundreds.
1 hundred is the same as _______ tens.
1 ten is the same as _______ ones.
1 one is the same as _______ tenths.
b.   Below is an area model that represents 1 one. It is partitioned into tenths. Partition it to show what you would expect the next smallest unit to look like so that it continues the pattern in Part (a).
[IMG]
c.   Use what you notice in Part (a) and (b) to write a similar sentence that starts “1 tenth is the same as…”
Problem 2
The shaded part of this diagram represents 1 hundredth. We can write this as the fraction
$$\frac{1}{100}$$
or as the decimal
0.01.
[IMG]
Fill out the following table to represent each given number.
{"table": [{"_attributes": {"class": ["table", "table-bordered"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align: center;"}, "strong": [{"_value": "Diagram"}]}, {"_attributes": {"style": "text-align: center;"}, "strong": [{"_value": "Unit Form"}]}, {"_attributes": {"style": "text-align: center;"}, "strong": [{"_value": "Fraction Form"}]}, {"_attributes": {"style": "text-align: center;"}, "strong": [{"_value": "Decimal Form"}]}]}, {"td": [{"_attributes": {"style": "text-align: center;"}, "p": [{"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png"}}]}]}, {"_attributes": {"style": "text-align: center;"}, "_value": "7 hundredths"}, {}, {}]}, {"td": [{"_attributes": {"style": "text-align: center;"}, "p": [{"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png"}}]}]}, {}, {"_attributes": {"style": "text-align: center;"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{32}{100}$$"}]}, {}]}, {"td": [{"_attributes": {"style": "text-align: center;"}, "p": [{"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/UXbX2I0Zc5A1kLpwT6BAA2_C9OM62.png"}}]}]}, {}, {}, {"_attributes": {"style": "text-align: center;"}, "_value": "0.85"}]}, {"td": [{"_attributes": {"style": "text-align: center;"}, "p": [{"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/xJTfKSJObLTngvzpCrjGcc_LY71VX.png"}}]}]}, {}, {}, {}]}]}]}]}
Problem 3
a.   Explain why
$${{1\over10}={10\over100}}$$
. Draw a picture to illustrate your explanation.
b.   Explain why
$${0.20 = 0.2}$$
. Draw a picture to illustrate your explanation.
Problem 4
Jani and Kai are representing a decimal number. Here are the area models they drew:
{"table": [{"_attributes": {"align": "center", "class": ["table"], "style": "width:50%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align: center;"}, "_value": "Jani"}, {"_attributes": {"style": "text-align: center;"}, "_value": "Kai"}]}, {"td": [{"p": [{"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/pCjOWHyq93ljOqoarBpFRi_XAG8G1.png"}}]}]}, {"p": [{"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/IX0bwHJs13FGRL7TldfH6i_9P5SGX.png"}}]}]}]}]}]}]}
a.   What value do you think Jani and Kai are trying to model? How do you know?
b.   Draw pictures to show what Kai might have drawn for each area model in Anchor Task 2.


aligns: yes