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: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
problem_activity: Activity
In this activity, students use the area measures from the previous task to solve problems about the amount of painting time, using their understanding of ratio, rate, and percentage along the way. The problems can be approached in a number of ways, giving students additional opportunities to model with mathematics (MP4) and choose their tools (MP5).
Launch
Give students quiet think time to complete the activity and then time to share their work and solutions with a partner. Ask students to be ready to explain their partner’s strategy to the class (MP3).
Student Facing
After buying the supplies, you start painting the east wall. It takes you 96 minutes to put two coats of paint on that wall (not including a lunch break between the two coats).
Your friend stops by to see how you are doing and comments that you are 25% finished with the painting. Are they correct?
Your friend offers to help you with the rest of the painting. It takes the two of you 150 more minutes of painting time to finish the entire room. How much time did your friend save you?
Student Response
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Anticipated Misconceptions
Some students may try to account for the amount of time that it takes the paint to dry between applying the first and second coat. Point out the the problem is only referring to the painting time, not the drying time.
Activity Synthesis
After students have conferred with their partners and checked their solutions (which for this activity is important, since a correct answer to the first problem is needed to find a correct answer to the second problem), debrief as a class. Invite students who thought their partner used a particularly efficient strategy to share.
In the first problem, students may solve it by figuring out that 3 square feet is 1% and scaling it to 72 square feet to correspond to 24%. If this was the dominant strategy in the class, make sure to emphasize how students can solve this problem by calculating
\(\frac{72}{300} \boldcdot 100\)
directly.


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