few_shots: 
Example 1:
Concept/skill: 
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.

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: 
Yes. This task involves representing addition with objects such as number cards and dice.

Example 2:
Concept/skill: 
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Answer: 
No. Completing this task does not involve representing fractions on a number line diagram.

Example 3:
Concept/skill: 
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:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Answer: 
No. This set of problems does not directly involve adding or subtracting multi-digit whole numbers. Instead, it focuses on multiplying multi-digit whole numbers.

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

shot_info: im_task_001477_pos_0

K

im_task_000157_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
problem_activity: Activity
The purpose of this activity is for students to match relationships between angles in a figure with equations that can represent those relationships. This prepares students for writing and solving equations that represent relationships between angles in the next lesson. As students explain their reasoning, monitor for students who use the appropriate vocabulary and language (i.e. vertical angles have equal measures, supplementary angles sum to 180 degrees, etc.).
Launch
Keep students in same groups. Give students 2–3 minutes of quiet work time followed by partner and whole-class discussions.
Student Facing
Match each figure to an equation that represents what is seen in the figure. For each match, explain how you know they are a match.
[IMG]
\(g+h=180\)
\(g=h\)
\(2h+g=90\)
\(g+h+48=180\)
\(g+h+35=180\)
Student Response
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Student Facing
Are you ready for more?
What is the angle between the hour and minute hands of a clock at 3:00?
You might think that the angle between the hour and minute hands at 2:20 is 60 degrees, but it is not! The hour hand has moved beyond the 2. Calculate the angle between the clock hands at 2:20.
Find a time where the hour and minute hand are 40 degrees apart. (Assume that the time has a whole number of minutes.) Is there just one answer?
Student Response
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for free access to Extension Student Response.
Activity Synthesis
The goal of this discussion is for students to articulate the angle relationships they noticed in each figure and equation. Display the figures for all to see. Select previously identified students to share their explanations for each figure. If not mentioned in students’ explanations be sure that students see the vertical, supplementary, straight, and right angle relationships in the figures.


aligns: yes