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 multiply multi-digit whole numbers using the standard algorithm.

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: 
Yes. This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.

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_pos_0

5
standard_description: Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
problem_activity: Optional activity
In both subsequent lessons and units, students will work extensively with similar right triangles. This activity gives students opportunities to practice the Pythagorean Theorem, and apply similar triangles in a contextual problem.
Launch
If students struggled to use the Pythagorean Theorem in a previous lesson:
Begin by asking students what they notice and wonder about the image from this activity.
Draw students’ attention to the right triangles, and ask them what must be true about the side lengths.
Provide some possible lengths for sides and have students practice finding an unknown side length in an isosceles right triangle to allow students to practice working with the square root of 2.
Speaking, Reading: MLR5 Co-Craft Questions.
Use this routine to increase awareness of the language used to talk about similar right triangles. Before revealing the questions in this activity, display the image of the quilt design made of right isosceles triangles. Ask students to write down possible mathematical questions that could be asked about the image. Invite students to compare their questions before revealing the actual questions. Listen for and amplify any questions about the features of the right triangles. For example, “Are all the right triangles similar?”, “What is the scale factor between the small and large right triangle?”, and “What are the side lengths of the right triangles?”
Design Principle(s): Maximize meta-awareness; Support sense-making
Student Facing
Here is a quilt design made of right isosceles triangles. The smallest squares in the center have an area of 1 square unit. Find the dimensions of the triangles.
[IMG]
Are the triangles similar? If so, what are the scale factors?
This quilt is meant for a baby (1 unit = 6 inches). To make a quilt for a queen-size bed, it needs to be 90 inches wide. What dimensions should the center squares of the big quilt have to reach that width?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Here is a quilt design made of right triangles. Find as many different size triangles as you can.
[IMG]
Write similarity statements for 2 pairs of triangles.
The smallest triangles have legs 2 units and 3 units long. Write some equivalent ratios or equations that will help you determine the dimensions of triangle
\(LCQ\)
. Use your equivalent ratios or equations to find the dimensions of triangle
\(LCQ\)
.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students who struggle with the number of similar triangles in the image can trace each size triangle separately onto tracing paper and label the corresponding sides using colored pencils.
Activity Synthesis
A key point to emphasize in this discussion is that ratios in which each ratio compares side lengths within each figure are also equivalent across similar figures. That is, for a triangle with side lengths
\(a, b, c\)
, and a similar triangle with corresponding side lengths
\(x,y,z\)
, we have equivalent ratios such as
\(\frac{a}{b} = \frac{x}{y}\)
.
Invite students to share strategies for scaling the figure up from a baby blanket to a quilt for a queen-size bed.


aligns: no