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: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
problem_activity: Problem 1
Three students are partitioning a number line into fourths. Their work is shown.
Chadwick’s number line:
[IMG]
Allan's number line:
[IMG]
Dobrilla's number line:
[IMG]
Whose partitioning makes the most sense to you? Explain your reasoning.
Problem 2
a.
{"table": [{"_attributes": {"class": ["table"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "width:40%"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{3}{4}$$"}, {"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{6}{4}$$"}], "_values": ["Locate and label", "and", "."]}, {"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/kQe2ZUaTBYoyNxM10w8iGO_7BJFW5.png"}}]}]}]}]}]}
b.
{"table": [{"_attributes": {"class": ["table"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "width:40%"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{7}{8}$$"}, {"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{12}{8}$$"}], "_values": ["Locate and label", "and", "."]}, {"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/kQe2ZUaTBYoyNxM10w8iGO_7BJFW5.png"}}]}]}]}]}]}
c.
{"table": [{"_attributes": {"class": ["table"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "width:40%"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{2}{3}$$"}, {"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{4}{3}$$"}], "_values": ["Locate and label", "and", "."]}, {"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/kQe2ZUaTBYoyNxM10w8iGO_7BJFW5.png"}}]}]}]}]}]}
d.
{"table": [{"_attributes": {"class": ["table"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "width:40%"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{2}{6}$$"}, {"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{7}{6}$$"}], "_values": ["Locate and label", "and", "."]}, {"img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/3oblwjHOuDBzsytcrLOy5H_XO8XTR.png"}}]}]}]}]}]}
e.   How did you partition the number line when you were locating the numbers
$$\frac{7}{8}$$
and
$$\frac{12}{8}$$
? Explain your reasoning.
f.   What patterns did you notice in the fractions you located?
Problem 3
Locate and label a point on the number line for
$$\frac{7}{3}$$
. Be as exact as possible.
[IMG]


aligns: no