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: Represent data with plots on the real number line (dot plots, histograms, and box plots).
problem_activity: Activity
In this activity, students use a large data set to compare the size of students with different dominant hands. Students must select a variable that best represents the size of the students and compare the two groups. By selecting the relevant variable to analyze, students are engaging in aspects of mathematical modeling (MP4). Additionally, students must choose the appropriate tools (MP5) to analyze a large data set such as this.
Launch
Arrange students in groups of 2. Distribute a copy of the blackline master to each group.
Representation: Internalize Comprehension.
Begin the activity with concrete or familiar contexts. Engage in a classroom discussion drawing attention to the relationship between height, foot length, and arm span of right- and left-handed students in the class. This will help students make connections between the large data set and specific students in the class.
Supports accessibility for: Conceptual processing; Memory
Student Facing
Is there a connection between a student's dominant hand and their size? Use the table of information to compare the size of students with different dominant hands.
Student Response
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Activity Synthesis
Select students to share their analysis of the data.


aligns: yes