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: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
problem_activity: Task
A preserved plant is estimated to contain $1$ microgram (a millionth of a gram) of
Carbon $14$.    The amount of Carbon 14 present
in the preserved plant is modeled by the equation
$$
f(t) = A\left(\frac{1}{2}\right)^{\frac{t}{5730}}
$$
where $t$ denotes time since the death of the plant, measured in years,
and $A$ is the amount of Carbon $14$ present in the plant at death, measured
in micrograms.
How much Carbon $14$ was present in the living plant assuming it died  $5000$ years ago?
How much Carbon $14$ was present in the living plant assuming it
died $10000$ years ago?
The half-life of Carbon $14$ is the amount of time it takes for half of the
Carbon $14$ to decay.  What half-life does the expression for  the function $f$
imply for Carbon $14$?


correct_option_index: 1