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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
problem_activity: Narrative
The purpose of this warm-up is to elicit the idea that a centimeter is the length of the edge of a centimeter cube and to connect this with the length of a base-ten block composed of 10 centimeter cubes. This will be useful when students measure with base-ten blocks and report their measurements in centimeters in a later activity. While students may notice and wonder many things about these images, discussion of the attributes of the shapes are emphasized by the labels and the meaning of a centimeter are the important discussion points. Students use and revise their language to clearly describe the images (MP6).
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
A
[IMG]
B
[IMG]
Student Response
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Activity Synthesis
“How are the labels on both images the same? How are they different?” (They both show the length of one square. They both show 1 length unit. One says centimeter and one says cm.)
“Both labels show the length of 1 centimeter. Centimeter is a long word and can be hard to use to label your length units. We can use cm for short. ‘C’ represents centi and ‘m’ represents meter.”
Display a centimeter cube and 10-centimeter tool.
“If the length of 1 edge of a centimeter cube is 1 centimeter, how long is this block? Explain.” (It’s 10 centimeters long because it shows 10 blocks put together. Each block is 1 centimeter long.)
“When we practiced adding and subtracting by place, we used these tools to show ones and tens.”
“When we measure we will call them centimeter cubes and 10-centimeter tools to describe their lengths.”


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