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: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
problem_activity: Narrative
The purpose of this activity is for students to solve problems about dividing a whole number by a unit fraction in a way that makes sense to them. The context of quilt making is used so students can visualize a strip of paper that is a whole number length being cut into fractional sized pieces. As students describe how the problems are similar and different, listen for the authentic language they use to describe division. The paper strip, or tape, is a helpful diagram to use when dividing a whole number by a unit fraction because students recognize important relationships between the divisor, dividend, and quotient (MP7). For example, if the length of the strip stays the same, but the size of the piece gets smaller, then the number of pieces will get bigger.
This activity uses
MLR2 Collect and Display.
Advances: Conversing, Reading, Writing.
Launch
Groups of 2
Refer to the picture from the warm up.
“If the blue strip of fabric under the woman’s chin is 1 meter long, about how long is the short gray strip next to it?” (
\(\frac{1}{6}\)
meter)
Activity
1–2 minutes: independent think time
8–10 minutes: partner work time
MLR2 Collect and Display
Circulate, listen for, and collect the language students use to describe what was the same and different about the strategies they used to determine the number of pieces of paper for each color. Listen for:
The size of the piece changed.
The pieces were shorter.
There were more pieces.
I made more cuts.
Record students’ words and phrases on a visual display and update it throughout the lesson.
Student Facing
Below are diagrams that show strips of different colored paper. Each strip is 2 feet long. The paper strips will be cut into different sized pieces.
The red strip will be cut into pieces that are
\(\frac{1}{2}\)
foot long. How many pieces will there be?
[IMG]
The green strip will be cut into pieces that are
\(\frac{1}{3}\)
foot long. How many pieces will there be?
[IMG]
The yellow strip will be cut into pieces that are
\(\frac{1}{4}\)
foot long. How many pieces will there be?
[IMG]
Describe what was the same about the problems you solved. Describe what was different.
Student Response
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for free access to Student Response.
Advancing Student Thinking
Students may not immediately make a connection with the situation and division, since the number of pieces that results (the quotient) is greater than the number of feet being divided (the dividend). Consider asking, “How does this situation represent division?” Allow students to recognize that the cuts are similar to partitions in a diagram, or sharing. They may also recognize that the quotient represents the number of groups, while the fraction being divided is the size of each group. Have them write a division equation for each situation, if it helps. They will write division equations in the next activity.
Activity Synthesis
“Are there any other words or phrases that are important to include on our display?”
As students share responses, update the display by adding (or replacing) language, diagrams, or annotations.
Remind students to borrow language from the display as needed.
Display:
\(2 \div \frac {1}{2} = 4\)
\(2 \div \frac {1}{3} = 6\)
\(2 \div \frac {1}{4} = 8\)
“How do these equations represent the problems about the paper strips?” (The 2 is for 2 feet of paper, and the fractions show the size of the pieces that the paper is being cut into. The 4, 6, and 8 are the number of pieces of each color of paper.)


aligns: no