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: Recognize and represent proportional relationships between quantities.
problem_activity: Optional activity
In this activity, students make a visual display of their scenarios from the previous activity (after sharing their rough draft with another group and getting some feedback).
When the posters are complete and displayed around the room, students view each others' work and use sentence starters to give feedback and to critique the reasoning of others (MP3).
Launch
Keep students in the same groups. Tell them that they should incorporate the feedback they received when making their posters.
Engagement: Develop Effort and Persistence.
Provide prompts, reminders, guides, rubrics, or checklists that focus on increasing the length of on-task orientation in the face of distractions. For example, provide a task checklist which makes all the required components of the poster explicit.
Supports accessibility for: Attention; Social-emotional skills
Student Facing
Create a visual display of your two situations that includes all the information from the previous activity.
Student Response
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Activity Synthesis
When the posters are complete, hang them around the room. Provide students with these sentence starters, and give them an opportunity to view their classmates’ work and write their responses. This provides a structured way for students to critique the reasoning of others (MP3).
The most surprising combination of things was ____________________ because ______________________________________________________________.
The group _______________________________ should check their work where they ___________________________________________________________________.
I really liked when the group ____________________________ did this __________________________________ because _______________________________________.
Representing, Reading, Writing: MLR7 Compare and Connect.
Use this routine when students share their visual displays. Direct attention to the different ways pairs explained quantities and their relationships and justified whether the relationship was proportional (e.g., distance traveled in yards and time elapsed in minutes, for every one minute they traveled 5 yards, the relationship is proportional because the graph of the line passes through the origin). Emphasize the language used to describe the proportional relationships and justify whether the relationship was proportional. These exchanges strengthen students' mathematical language use and reasoning of proportional relationships.
Design Principle(s): Maximize meta-awareness


aligns: yes