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:
Thought: 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: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

Understand ordering and absolute value of rational numbers.
problem_activity: Problem 1
Consider the set of numbers
$$6$$
,
$${4 \frac{1}{2}}$$
,
$$2$$
, and
$$5$$
, and answer the questions that follow.
a.   Graph the numbers on the number line and list the numbers in order from least to greatest.
[IMG]
b.   Write the opposites of each number and graph them on the number line.
c.   Order the opposites from least to greatest.
d.   Is −5 greater than −2? Explain using your number line.
Problem 2
Order the rational numbers below from least to greatest.
$${5, -4, -\frac{1}{3}, \frac{10}{3}, 3, 0, -4\frac{1}{4}, -4\frac{3}{4}}$$
What strategies did you use to determine the correct order?
Problem 3
A student orders three rational numbers from least to greatest as:
$${{{{{{{{{-5}}}}}}}}}$$
,
$${{{{{{{{{-5}}}}}}}}} \frac {1}{3}$$
,
$$6$$
Are the numbers ordered correctly? Choose the best statement below.


correct_option_index: 0

3