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 the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
problem_activity: Warm-up
This task helps students think strategically about what kinds of transformations they might use to show two figures are congruent. Being able to recognize when two figures have either a mirror orientation or rotational orientation is useful for planning out a sequence of transformations.
Launch
Provide access to geometry toolkits. Allow for 2 minutes of quiet work time followed by a whole-class discussion.
Student Facing
All of these triangles are congruent. Sometimes we can take one figure to another with a translation. Shade the triangles that are images of triangle
\(ABC\)
under a translation.
[IMG]
Student Response
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Anticipated Misconceptions
If any students assert that a triangle is a translation when it isn’t really, ask them to use tracing paper to demonstrate how to translate the original triangle to land on it. Inevitably, they need to rotate or flip the paper. Remind them that a translation consists only of sliding the tracing paper around without turning it or flipping it.
Activity Synthesis
Point out to students that if we just translate a figure, the image will end up pointed in the same direction. (More formally, the figure and its image have the same mirror and rotational orientation.) Rotations and reflections usually (but not always) change the orientation of a figure.
For a couple of the triangles that are not translations of the given figure, ask what sequence of transformations would show that they are congruent, and demonstrate any rotations or reflections required.


aligns: no