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: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 100. These understandings help students develop fluency and will be helpful later in this lesson when students add 2 two-digit numbers, with composing a ten, using methods based on place value and the properties of operations.
In this activity, students have an opportunity to look for and make use of structure (MP7) because they decompose addends to make a new ten.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(7 + 3\)
\(37 + 3\)
\(7 + 8\)
\(57 + 8\)
Student Response
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Activity Synthesis
“How could
\(7 + 3\)
help you solve
\(37 + 3\)
?” (I know 37 is 3 more tens than 7. Since I know
\(3 + 7\)
is 10, I need to add
\(30 +10\)
.)
“How could
\(7 + 3\)
help you solve
\(7 + 8\)
?” (
\(7 + 3 = 10\)
. So far I have added 3 of the 8 and have 5 left.
\(10 + 5 = 15\)
.)
“How could
\(7 + 8\)
help you solve
\(57 + 8\)
?” (Since I know
\(7 + 8 = 15\)
, I can add
\(50 + 15 = 65\)
)


aligns: no