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: 
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: 
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

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


Answer: 
No. This problem does not directly teach how side ratios in right triangles lead to definitions of trigonometric ratios. Instead, it involves solving a trigonometric function.

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

fl_problem_001097_neg_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
problem_activity: Narrative
The purpose of this activity is to introduce students to a new unit, the hundred. Students used connecting cubes to make tens in grade 1 and used tens and ones to count to and represent numbers within 120.
In an earlier unit, students were introduced to base-ten blocks and used base-ten diagrams to represent sums and differences within 100. Students build on this understanding as they use blocks to represent a starting number (96) and add ones until they reach a total value of 100. As students discover they have 10 tens, monitor for language they use to describe the total value of the blocks and the connections they make to their previous work with ones, tens, and three-digit numbers (MP7).
Engagement: Provide Access by Recruiting Interest.
Give the students a context to connect to their own lives. Tell the students that the base-ten blocks represent gum. The ones are single sticks of gum and the tens are packs of gum.
Supports accessibility for: Conceptual Processing, Attention
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students access to base-ten blocks.
Display photo of 8 tens and 16 ones.
“Andre was using base-ten blocks to represent numbers. How many do you see? How do you see them?” (96. I see 8 tens and 16 ones. I see it as 9 tens and 6 ones.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Activity
“Work with a partner to follow along and see what Andre discovered as he adds more blocks.”
10 minutes: partner work time
Monitor for students who explain that the value is 100 by:
counting by 1 from 80 or by 1 from 96
counting by 10
Student Facing
How many do you see? How do you see them?
[IMG]
Andre added more blocks.
[IMG]
What is the value of Andre’s blocks now?
How many tens and ones are in this number?
Andre made the same number with the fewest amount of blocks possible. Draw a base-ten diagram to show what Andre’s number looks like now. Use your base-ten blocks to help.
Student Response
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Advancing Student Thinking
If students represent 100 with a diagram that includes tens and ones, consider asking:
“Can you explain how your diagram represents Andre’s total value using the fewest number of blocks possible?”
“Is there a way to represent the same amount without any ones?”
Activity Synthesis
Invite previously identified students to share how they know the value of Andre’s blocks is 100.
“If Andre used the fewest number of blocks, how many tens did he use?” (He had 10 tens.)
“What if Andre wanted to use the greatest amount of blocks to show this number? What would he do?” (He’d decompose all the tens to use only ones. He’d use 100 ones.)
“In this activity, you showed you know that 10 ones is the same as 1 ten. Just like 10 ones is the same as 1 ten, 10 tens is the same as 1 hundred.”
“A hundred is a unit that is made up of 10 tens.”


aligns: no