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:
A

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

K
options: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

Distinguish between correlation and causation.

Compute (using technology) and interpret the correlation coefficient of a linear fit.
problem_activity: Task
Ari has collected data on how much her classmates study each week and how well they did on their recent math test. Here is part of the data, showing the percentage of each group (divided according to hours spent studying) who got different grades on the test:
| Weekly Hours $w$ Studying | C or below on test | B on test | A on test |
|---------------------------|--------------------|-----------|-----------|
|         $w \lt$ 3         |        50%         |    20%    |    30%    |
|     $3 \leq w \lt 6$      |        60%         |    25%    |    15%    |
|        $w \geq 6$         |        60%         |    20%    |    20%    |
What can you conclude about the percentage of Ari's classmates who got B's? What about the percent who got A's?
Looking at the table, Ari decides that in order to do well in her math class, she should not study more than 3 hours a week: she has a 30 percent chance of getting an A as long as she does not study more than 3 hours per week. Is Ari's reasoning valid?


correct_option_index: 1