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, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

shot_info: im_task_001477_pos_0

K
standard_description: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
problem_activity: Stage 5: Subtract Two-digit Numbers
Required Preparation
Materials to Gather
Base-ten blocks
Number cubes
Materials to Copy
Blackline Masters
Target Numbers Stage 5 Recording Sheet

Narrative
Students subtract two-digit numbers to get as close to 0 as possible. Students start their first equation with 100. Then, they take turns rolling the three cubes to get a number to subtract. They choose one of the numbers on the cubes to represent the tens and the other number to represent the ones. Students subtract their tens and ones from the starting number. The difference becomes the first number in the next equation. The player who gets closest to 0 in 6 rounds, without going below 0, is the winner.
Additional Information
Each group of 2 needs 3 number cubes.


aligns: yes