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: Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.
problem_activity: Activity
Students begin to think about common multiples and the least common multiple when finding ways to place two types of flowers into groups that contain the same number of each flower. Students find all multiples up to 100 for two different numbers. They compare these multiples to determine which ones are the same, and then they determine the least common multiple.
Look for different strategies and representations students use to describe the situation. Some students may draw pictures of groups of flowers, other students may use tables or lists, and other students may do a combination of these.
Launch
Arrange students into groups of 2. Give students 5–7 minutes of quiet work time, then 2 minutes of partner discussion. Follow with whole-class discussion.
Student Facing
A florist can order roses in bunches of 12 and lilies in bunches of 8. Last month she ordered the same number of roses and lilies.
If she ordered no more than 100 of each kind of flower, how many bunches of each could she have ordered? Find all the possible combinations.
What is the smallest number of bunches of roses that she could have ordered? What about the smallest number of bunches of lilies? Explain your reasoning.
Student Response
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Activity Synthesis
Invite students to share how they organized the different combinations of flowers, and highlight the different strategies they used. Strategies to highlight include tables, lists, snap cubes, and other pictorial representations. Confirm that there are 4 different order combinations, and each time there are 24 more of each flower added. Discuss why the smallest number of flowers of each type is 24, and that it takes 2 bunches of roses to equal 24, and 3 bunches of lilies to equal 24. If there was a group that used snap cubes, ask them to share what this arrangement looks like when represented with two different colors. If possible, use student responses to create a visual display of the concept of least common multiple and display it for all to see throughout the unit.
Speaking: MLR8 Discussion Supports.
Use this routine to amplify mathematical uses of language to communicate the multiple strategies used by different students. Provide sentence frames for students to use when they are comparing and contrasting different representations such as: “All ____ have ____ except ____.”, “What makes ____ different from the others is ____.”
Design Principle(s): Support sense-making; Cultivate conversation


aligns: no