few_shots: Example:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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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: Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.

Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).

Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.

Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.

Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.
problem_activity: Task
In order to play a popular “spinning wheel” game at Fred's Fun Factory Arcade, a player is required to pay a small, fixed amount of 25 cents each time he/she wants to make the wheel spin. When the wheel stops, the player is awarded tickets based on where the wheel stops -- and these tickets are then redeemable for prizes at a redemption center within the arcade.
This particular game has no skill component; each spin of the wheel is a random event, and the results from each spin of the wheel are independent of the results of previous spins.
The wheel awards tickets with the following probabilities:
|  1 ticket   | 35% |
|-------------|-----|
|  2 tickets  | 20% |
|  3 tickets  | 20% |
|  5 tickets  | 10% |
| 10 tickets  | 10% |
| 25 tickets  | 4%  |
| 100 tickets | 1%  |
A young girl is given 2 quarters so that she can play the game two times.  Let $X$ be the number of tickets she wins based on two spins. There are 26 possible values for $X$ that the young girl can obtain in this case, and those values are listed to the right.
Some values of $X$ are more common than others. For example, winning only 2 tickets in two spins is a somewhat common occurrence with probability 0.1225 as it means the player earns 1 ticket on the first spin and 1 ticket on the second spin. Similarly, winning 200 tickets in two spins is a somewhat rare occurrence with probability 0.0001 as it means the player earns 100 tickets on the first spin and 100 tickets on the second spin. A full list of the possible values of $X$ and the corresponding probabilities for almost every value of $X$ is shown at right.
Four probability values are deliberately hidden. Determine the 4 missing probability values in the distribution.  (Hint: since all values of $X$ are listed, and since the probabilities that are shown add up to 0.66, the 4 hidden probabilities you are computing should add up to very specific value.)
Which value of $X$ is most common?
The young girl considers it a "good day" with the game if she wins more than 100 tickets based on 2 spins.  What is the probability that she will have a "good day" based on that definition?
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correct_option_index: 1

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