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: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
problem_activity: Task
Below is a table showing the approximate boiling point of water at different elevations:
| Elevation (meters above sea level) | Boiling Point (degrees Celsius) |
|------------------------------------|---------------------------------|
|                 0                  |               100               |
|                500                 |              98.2               |
|                1000                |              96.5               |
|                1500                |              94.7               |
|                2000                |              93.1               |
|                2500                |              91.3               |
Based on the table,
if we were to model the relationship between the elevation and the boiling point of water, would a linear function be appropriate? Explain why or why not.
Below are some additional values for the boiling point of water at higher elevations:
| Elevation (meters above sea level) | Boiling Point (degrees Celsius) |
|------------------------------------|---------------------------------|
|               5,000                |              83.2               |
|               6,000                |              80.3               |
|               7,000                |              77.2               |
|               8,000                |              74.3               |
|               9,000                |              71.5               |
Based on the table,
if we were to model the relationship between the elevation and the boiling point of water, would a linear function be appropriate? Explain why or why not.
When the information from both tables is combined, would a linear function be appropriate to model this data?  What kind of function would you use to model the data?  Why?


aligns: yes