few_shots: Example:
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.


Standard options: 
A. 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.
B. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
C. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
D. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
E. Fluently add and subtract within 5.


Your response, in json format:
{
  "explanation": "This task involves representing addition with objects such as number cards and dice.",
  "answer": "A"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K
options: 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).)

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
problem_activity: Problem 1
Katia and Gerard are stocking shelves at the grocery store. Katia stocks 3 shelves with 7 boxes of cereal on each shelf. Gerard stocks 7 shelves with 3 boxes of cereal on each shelf.
Katia says they put the same number of cereal boxes on each shelf. Gerard says they didn’t, since they stocked a different number of boxes on each of a different number of shelves. Who do you agree with, Katia or Gerard? Explain.
Problem 2
Fill in the facts you know on the multiplication table below.
| **           ×          **  | **           1          ** | **           2          ** | **           3          ** | **           4          ** | **           5          ** | **           6          ** | **           7          ** | **           8          ** | **           9          ** | **           10          ** |
|-----------------------------|----------------------------|----------------------------|----------------------------|----------------------------|----------------------------|----------------------------|----------------------------|----------------------------|----------------------------|-----------------------------|
| **           1          **  |                            |                            |                            |                            |                            |                            |                            |                            |                            |                             |
| **           2          **  |                            |                            |                            |                            |                            |                            |                            |                            |                            |                             |
| **           3          **  |                            |                            |                            |                            |                            |                            |                            |                            |                            |                             |
| **           4          **  |                            |                            |                            |                            |                            |                            |                            |                            |                            |                             |
| **           5          **  |                            |                            |                            |                            |                            |                            |                            |                            |                            |                             |
| **           6          **  |                            |                            |                            |                            |                            |                            |                            |                            |                            |                             |
| **           7          **  |                            |                            |                            |                            |                            |                            |                            |                            |                            |                             |
| **           8          **  |                            |                            |                            |                            |                            |                            |                            |                            |                            |                             |
| **           9          **  |                            |                            |                            |                            |                            |                            |                            |                            |                            |                             |
| **           10          ** |                            |                            |                            |                            |                            |                            |                            |                            |                            |                             |
Problem 3
Solve.
a.
$$4 \times 8 =a $$
b.
$$18 = b \times 6$$
c.
$$c= 35 \div 7$$
d.
$$9 = 18 \div d$$


correct_option_index: 1