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 subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
problem_activity: Narrative
In this activity, students analyze three different ways to subtract. They see that taking away is one way to find the difference, but that you can also count on or use known addition facts. Students further solidify their understanding that addition and subtraction are related, which sets the groundwork for a later activity when students solve subtraction problems within 10.
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to connecting cubes or two-color counters.
Activity
Read the task statement.
“First you will work on your own. Think about what each student means and be ready to explain your thinking in a way that others will understand.”
5 minutes: independent work time
4 minutes: partner discussion
Monitor for students who can use the 10-frame with six red counters to explain the relationship between
\(10 - 6\)
and
\(6 + \boxed{\phantom3} = 10\)
.
Student Facing
Mai, Diego, and Noah find the value of
\(10 - 6\)
.
Diego says, “I can take away.”
[IMG]
What does Diego mean?
Be ready to explain your thinking in a way that others will understand.
Mai says, “I can count on.”
[IMG]
What does Mai mean?
Be ready to explain your thinking in a way that others will understand.
Noah says, “I can use what I know about
\(6 + 4\)
to help me.”
What does Noah mean?
Be ready to explain your thinking in a way that others will understand.
Student Response
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Activity Synthesis
Invite previously identified students to share.
“Who can restate what _____ just showed us?” (Diego subtracted by taking away 6 counters one at a time and saw that there were 4 counters left. Mai subtracted by thinking about addition. She counted on from 6 until she got to 10 and noticed she counted up 4. Noah knows his sums of 10. He knows 10 can be made by 6 and 4, so
\(10 - 6 = 4\)
.)
“Which method do you like best?” (I know my sums to 10 so I would use that. I like counting on because I like to add more than take away.)


aligns: yes