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:
{
  "explanation": "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: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems  using information presented in a bar graph.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that focus on adding and subtracting or sorting and representing data.
Students choose from any stage of previously introduced centers.
What's Behind My Back?
How Close?
Number Puzzles
Sort and Display
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from:
What's Behind My Back, Stages 2 and 3
How Close, Stages
1–
3
Number Puzzles, Stages 1 and 2
Sort and Display, Stage 2
Launch
“Today you will choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
"Choose what you would like to do next."
10 minutes: center work time
Student Facing
Choose a center.
What's Behind My Back?
[IMG]
How Close?
[IMG]
Number Puzzles
[IMG]
Sort and Display
[IMG]
Activity Synthesis
“Which activity did you choose? What did you like about the activity you chose?”


correct_option_index: 1