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.


Mathematical concept/skill options: 
A. Write and interpret numerical expressions.
B. Generate and analyze patterns.
C. Analyze patterns and relationships.
D. Use properties of operations to generate equivalent expressions.
E. Use the four operations with whole numbers to solve problems.
F. Work with radicals and integer exponents.
G. Solve systems of equations.
H. Represent and solve problems involving multiplication and division.
I. Perform arithmetic operations on polynomials.
J. Understand the relationship between zeros and factors of polynomials.
K. Understand properties of multiplication and the relationship between multiplication and division.
L. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
M. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
N. Use polynomial identities to solve problems.
O. Apply and extend previous understandings of arithmetic to algebraic expressions.
P. Rewrite rational expressions.
Q. Interpret the structure of expressions.
R. Add and subtract within 20.
S. Analyze and solve linear equations and pairs of simultaneous linear equations.
T. Represent and analyze quantitative relationships between dependent and independent variables.
U. Solve equations and inequalities in one variable.
V. Create equations that describe numbers or relationships
W. Reason about and solve one-variable equations and inequalities.
X. Represent and solve equations and inequalities graphically.
Y. Understand solving equations as a process of reasoning and explain the reasoning.
Z. Understand and apply properties of operations and the relationship between addition and subtraction.
AA. Gain familiarity with factors and multiples.
AB. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
AC. Work with addition and subtraction equations.
AD. Multiply and divide within 100.
AE. Work with equal groups of objects to gain foundations for multiplication.
AF. Represent and solve problems involving addition and subtraction.
AG. Write expressions in equivalent forms to solve problems.
AH. Understand the connections between proportional relationships, lines, and linear equations.


Your response:
{
  "explanation": "This task teaches students to understand addition as putting together counters, or adding to already placed counters.",
  "answer": "AB"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K
options: Count to tell the number of objects.

Compare numbers.

Know number names and the count sequence.
problem_activity: Narrative
The purpose of this optional activity is for students to practice the verbal count sequence to 10. This activity is optional because it is an opportunity for extra practice that not all students may need. Based on formative assessment data and observation from previous sections and during the first activity, this activity will be helpful for students who are not yet saying the count sequence to 10. English learners in particular will benefit from this additional opportunity to practice the verbal count sequence.
This activity can be used with a small-group or the whole class. Students who do not need this optional activity may benefit from additional time working in centers. Some students may benefit from working on the concepts in this optional activity more than one time. Consider incorporating counting and counting songs throughout the day and during transitions.
Launch
Groups of 2
“I’m going to count to 10.”
Count to 10.
Activity
“Let’s count to 10 all together.”
Count to 10 all together.
“Let’s count to 10 and clap our hands when we say each number.”
Count to 10 and clap all together.
“Let’s count to 10 and touch the table when we say each number.”
Count to 10 and touch the table all together.
“Let’s count to 10 and put up 1 finger when we say each number.”
Count to 10 and put up each finger all together.
Student Response
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Advancing Student Thinking
If students “sing” the count sequence without separating each number word, prompt them to count slowly and match a gesture or movement with each number.
Activity Synthesis
“Take turns counting to 10 with your partner. You can clap your hands or touch the table when you say each number. You can also think of your own movement for each number.”
1 minute: partner discussion


correct_option_index: 2