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: Use place value understanding to round whole numbers to the nearest 10 or 100.
problem_activity: Narrative
The purpose of this activity is for students to make a reasonable estimate for a given product.
In addition to estimating the product, students also decide whether the estimate is too large or too small. In the activity synthesis, students consider about how far their estimate is from the actual product.
I
n the next activity, students will evaluate the expressions using a strategy of their choice.
Students choose between several different possible estimates and justify their choice before they calculate the product (MP3).
Engagement: Provide Access by Recruiting Interest.
Synthesis: Revisit math community norms to prepare students for the whole-class discussion.
Supports accessibility for: Social Emotional Functioning, Language
Launch
Groups of 2
Activity
5–7 minutes: independent work time
2–3 minutes: partner discussion
Monitor for students who:
relate the given expression to each proposed answer by rounding or changing one or both factors.
estimate by rounding the factors.
use benchmark numbers.
use place value reasoning or the properties of operations to explain why their estimate is reasonable.
Student Facing
Which estimate for the product
\(18 \times 149\)
is most reasonable? Explain or show your reasoning.
\(2,\!000\)
\(4,\!000\)
\(3,\!000\)
\(1,\!500\)
Are any of the estimates unreasonable? Explain or show your reasoning.
Do you think the actual product will be more or less than your estimate? Explain or show your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students do not choose a reasonable estimate for
\(18 \times 149\)
, ask, “Can you explain how you chose your estimate?”
Activity Synthesis
Invite students to share their estimates for the product and their reasoning.
“Why do you think
\(3,\!000\)
is a good estimate?” (18 is close to 20 and 149 is very close to 150 and I know
\(20 \times 150 = 3,\!000\)
.)
“Is the value of
\(18 \times 149\)
greater than or less than
\(3,\!000\)
? How do you know?” (Less, because 18 is less than 20 and 149 is less than 150.)
“Can you estimate how much less?” (About 300, because I added 2 to 18 to get 20 and
\(2 \times 149\)
is about 300.)
Display:
\(18 \times 149\)
is about
\(2,\!700\)
.
“In the next activity, we’ll check to see how good our estimate is.”


aligns: no