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: Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
problem_activity: Warm-up
The purpose of this warm-up is to elicit methods students are already using to organize their understanding of different outcomes. In this lesson, students are asked to use different structures to think about the outcomes of experiments that involve multiple steps, so this activity should give you an idea of how students are approaching the problem on their own.
Launch
Arrange students in groups of 2. Tell students they should organize their work so it can be understood by others. Give students 1 minute of quiet think time, 3 minutes for partner discussion, and follow up with a whole-class discussion.
Student Facing
How many different meals are possible if each meal includes one main course, one side dish, and one drink?
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "main courses"}, {"_attributes": {"scope": "col"}, "_value": "side dishes"}, {"_attributes": {"scope": "col"}, "_value": "drinks"}]}]}], "tbody": [{"tr": [{"td": [{"_value": "grilled chicken"}, {"_value": "salad"}, {"_value": "milk"}]}, {"td": [{"_value": "turkey sandwich"}, {"_value": "applesauce"}, {"_value": "juice"}]}, {"td": [{"_value": "pasta salad"}, {"_value": "\u2014"}, {"_value": "water"}]}]}]}]}
Student Response
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Activity Synthesis
Select several groups to share their methods for organizing their thoughts about the different meals that are possible.
Consider these questions for the discussion:
“How did you know you counted all of the different possible meals?”
“How did you know you didn’t repeat any meals?”


aligns: no