few_shots: 
Example:
Concept/skill: 
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.

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.


Answer: 
Yes. This task involves representing addition with objects such as number cards and dice.

Now, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: im_task_001477_pos_0

K
standard_description: Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
problem_activity: Narrative
The purpose of this activity is for students to write numbers between 95 and 120. Groups create posters that show a drawing of how they counted their animal measurements from the last activity. Groups should not write a number for the final measurement on the poster. Students do a gallery walk to interpret each representation and record the count with a number in their workbooks. Group members then compare their counts and written numbers.
When students look at the different representations and determine the length of each animal, they may notice that the representation may help to accurately find the value. For example, students may draw groups of 10 cubes rather than every individual cube (MP7).
This activity uses
MLR7 Compare and Connect
. Advances:
representing, conversing.
Required Materials
Materials to Gather
Tools for creating a visual display
Launch
Groups of 3
Give each group tools for creating a visual display.
Activity
MLR7 Compare and Connect
“Create a poster to show how you counted the cubes you used to measure the length of the animal in the measuring animals activity. Do not write the number of cubes your animal measured on your poster.”
5 minutes: group work time
“Now we will do a gallery walk to see different representations of your measurements. As you look at each poster, use the representation to determine the length of the animal. Write the number of cubes that represents its length in your book.”
7 minutes: gallery walk
Student Facing
For each animal, write the number of cubes that represent its length.
The beaver is ______________________ long.
The dog is ______________________ long.
The giant anteater is ______________________ long.
The raccoon is ______________________ long.
The red fox is ______________________ long.
The snake is ______________________ long.
[IMG]
Student Response
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Activity Synthesis
Display the snake and giant anteater posters.
“How do I write the number that represents the length of the snake?”
“Where do you see 100 in this poster? Where do you see 5?”
Repeat for giant anteater.


aligns: no