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: 
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: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
problem_activity: Narrative
The purpose of this activity is to use the standard algorithm to add multi-digit numbers, taking care to compose a new unit and record it accurately. They also analyze common errors and critique the given reasoning when composing a new unit (MP3).
Required Materials
Materials to Gather
Grid paper
Launch
Groups of 2
“Complete the first 2 problem and then talk to your partner about any patterns you notice.”
Activity
3 minutes: independent work time
2 minutes: partner discussion
Share and record responses.
If needed, use the expanded form to help students make connections between the way composing a larger unit is recorded when using the standard algorithm and what is happening in each place. In the bottom line of the example here, we see 10 in the ones place and 100 in the tens place. Both partial sums do not match the assigned values of their places.
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3–4 minutes: independent work time for the last problem.
Student Facing
Find the value of each sum.
a
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b
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c
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d
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Use the expanded form of both 8,299 and 1,111 to check the value you found for the last sum.
Each computation shown has at least one error. Find the errors and show the correct calculation.
a
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b
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c
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d
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Student Response
Teachers with a valid work email address can
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Advancing Student Thinking
Students may need support identifying errors in the last problem. Consider asking: “How might subtraction be used to help identify the error?”
Activity Synthesis
Ask students to share the errors they identified in the last set of questions.
“What are some common errors when adding large numbers?”


aligns: no