few_shots: 
Example:
Concept/skill: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

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: 
No. Though this task involves addition, it does not involve any word problems.

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

shot_info: im_task_001477_neg_0

K
standard_description: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).)
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for products of 4 and 6 as they relate to products of 5. These understandings help students develop fluency and will be helpful later when students consider solutions for and solve two-step word problems.
When students use products of 5 to determine products of 4 by thinking of them as one fewer group or one fewer object in each group, or work from products of 5 to determine products of 6 by thinking of them as one more group or one more object in each group, they look for and make use of structure (MP7).
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(5 \times 7\)
\(4 \times 7\)
\(6 \times 7\)
\(4 \times 8\)
Student Response
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Activity Synthesis
“How does knowing
\(5\times7\)
help you find some of the other products?” (I can remove a group of 7 to find
\(4\times7\)
or add a group of 7 to find
\(6\times7\)
.)
Consider asking:
“Who can restate _____’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone approach the problem in a different way?”
“Does anyone want to add on to _____’s strategy?”


aligns: no