few_shots: 
Example 1:
Concept/skill: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

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.


Answer: 
No. Though this task involves addition, it does not involve any word problems.

Example 2:
Concept/skill: 
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Answer: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

Example 3:
Concept/skill: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Answer: 
Yes. An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation.

Now, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

shot_info: im_task_001477_neg_0

K

fl_problem_001097_neg_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
The purpose of this activity is for students to add within 1,000 using any strategy that makes sense to them. The expressions in this activity give students a chance to use different strategies, such as adding hundreds to hundreds, tens to tens, and ones to ones, reasoning with numbers close to a hundred, or using a variety of representations. Students who use base-ten blocks or draw number line diagrams choose appropriate tools strategically (MP5).
Engagement: Provide Access by Recruiting Interest.
Leverage choice around perceived challenge. Invite students to select 3 of the 4 expressions to complete. Encourage the completion of the last two expressions, as they will be the focus of the synthesis.
Supports accessibility for: Organization, Attention, Social-emotional skills
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students access to base-ten blocks.
“Take a minute to think about how you could find the value of each sum.”
1 minute: quiet think time
Share responses.
Activity
“Work with your partner to add these numbers in any way that makes sense to you. Explain or show your reasoning.”
5-7 minutes: partner work time
Monitor for an expression for which students use a variety of representations, such as:
Using base-ten blocks
Drawing a number line
Writing their reasoning in words
Writing equations
Identify students using different representations to share during synthesis.
Student Facing
Find the value of each sum in any way that makes sense to you. Explain or show your reasoning.
\(325 + 102\)
\(301 + 52\)
\(276 + 118\)
\(298 + 305\)
Student Response
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Activity Synthesis
Select previously identified students to display their work side-by-side for all to see.
“Which representations show the same idea or help us find the sum the same way?” (The base-ten blocks and equations show adding hundreds to hundreds, tens to tens, and ones to ones. The number line and the words both added on the second number to the first number in parts.)


aligns: no