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: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
problem_activity: The estimated size for a population of rabbits and a population of coyotes in a desert habitat are shown in the table. The estimated population sizes were recorded as a part of a long-term study related to the effect of commercial development on native animal species.
|  Years since initial count (       *        n       *       )  |   0    |   3    |   6   |   9    |   12   |   15   |  18   |   21   |   24   |
|----------------------------------------------------------------|--------|--------|-------|--------|--------|--------|-------|--------|--------|
| Estimated number of rabbits (       *        r       *       ) | 14,989 | 10,055 | 5,002 | 10,033 | 15,002 | 10,204 | 4,999 | 10,002 | 14,985 |
| Estimated number of coyotes (       *        c       *       ) | 1,995  | 2,201  | 2,003 | 1,795  | 1,999  | 2,208  | 2,010 | 1,804  | 2,001  |
Below are sketches of each graph, with a curve fitted to the data.
[IMG]
[IMG]
Write the function for each situation and then calculate the two different numbers of years where the population estimate is about 13,000 for rabbits and 2,100 for coyotes.


aligns: no