few_shots: 
Example:
Concept/skill: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

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: 
No. Though this task involves addition, it does not involve any word problems.

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_neg_0

K
standard_description: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
problem_activity: Problem 1
Quiana measures the width of her doorway entrance using a measuring tape. She measures the width as 33 inches. She later finds a better tape measure that measures to the nearest half of an inch. After re-measuring, she determines that the actual measure of the doorway is 32 ½ inches.
a.   What is the amount of error from using the first measuring tape?
b.   What is the error as a percentage of the actual width?
Problem 2
Paul and Kimberly both estimate the weight of their dogs before bringing them to the vet. The table below shows each of their estimates along with the actual weights of the dogs from the vet’s office.
|                | **           Estimate (lbs.)          ** | **           Actual (lbs.)          ** |
|----------------|------------------------------------------|----------------------------------------|
|   Paul's dog   |                    10                    |                  11.5                  |
| Kimberly's dog |                    84                    |                  82.5                  |
Paul notices that both his and Kimberly’s estimates were only 1.5 pounds off from the actual weights. Paul says that means his estimate was as good as Kimberly’s estimate.
Do you agree with Paul? Find the percent error for each person’s guess of their dog’s weight, and use it in your answer.
Problem 3
In science class, Justine measured a rock sample and found it to be 15 grams. Her teacher told her that the scale is off and the actual weight is 0.3 grams more than her measurement.
What is the percent error? Give your answer to the nearest percent.


aligns: no