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: Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
problem_activity: Narrative
The purpose of this activity is for students to create a connecting cube tower that is the same length as a given image. In the activity synthesis, students transition from describing the length of an object by comparing it to another object ("The earthworm is the same length as a tower of 8 cubes.") to describing the length of an object as a measurement ("The earthworm is 8 cubes long.").
Required Materials
Materials to Gather
Connecting cubes
Materials to Copy
Lengths of Creepy, Crawly Things
Launch
Groups of 2
Give each student connecting cubes and a copy of the blackline master.
Activity
“We just saw a picture that showed a pencil that was the same length as the purple tower. Use connecting cubes to build a tower that is the same length as each creepy, crawly thing.”
10 minutes: partner work time
Monitor for students who carefully line up the cubes with the endpoints of the images.
Student Response
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Activity Synthesis
Invite previously identified students to share.
Display the image of the caterpillar.
“How did you measure the caterpillar?” (I lined the first cube up with the end of the caterpillar. Then I added cubes until I got all the way to the other end of the caterpillar.)
“Since the tower of 4 cubes is the same length as the caterpillar and each cube has the same length, we can say the caterpillar is 4 cubes long.”
For each animal, invite students to say, “The ______ is ___ cubes long.”


correct_option_index: 1