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 and division and of fractions to multiply and divide rational numbers.

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: 
Yes. This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).

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_pos_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
problem_activity: Narrative
The purpose of this activity is for students to write equations for multiplication situations and diagrams using a symbol for the unknown number. When students write an equation to represent a situation, including a symbol for the unknown number, they model a situation with mathematics (MP4).
Students find an unknown factor or unknown product in multiplication problems. In this task, the unknown factor diagrams and situations only include the “how many groups” problem type and the factors 2, 5, and 10. This sets students up to skip-count to find the unknown number.
This problem type will be revisited extensively in future lessons and will be related to division. It is not necessary to make the connection to division now. In the synthesis students explain how the equations they wrote represent the diagram or situation.
Representation: Internalize Comprehension.
Synthesis: Invite students to identify which details were important or most useful to pay attention to. Display the sentence frame, “The next time I write an equation with an unknown number, I will . . . .“
Supports accessibility for: Visual-Spatial Processing
Launch
Groups of 2
Activity
“Now you will practice writing your own equations with a symbol for the unknown.”
2–3 minutes: independent work time
“Share your equations with your partner. Discuss how you know each equation matches the diagram or situation.”
2–3 minutes: partner discussion
Have a whole-class discussion focused on how the equations match the different representations.
Consider asking:
“How did you use the representations to write an equation with a symbol for the unknown?” (I looked for what was missing in the diagram. I thought about the situation to figure out if it was the number in each group, the number of groups, or the total that was missing.)
“Now find the missing number in each equation and write a new equation that includes the solution.”
3–5 minutes: partner work time
Student Facing
Write an equation to represent each diagram or situation. Use a symbol for the unknown. Be prepared to share your reasoning.
Find the number that makes each equation true. Rewrite the equation with the solution.
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Student Response
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Advancing Student Thinking
If students write an equation without a symbol for the unknown number, consider asking:
“How does your equation represent the diagram (or situation)?”
“How could you show the number that was unknown with a symbol?”
Activity Synthesis
“What strategies did you use to find the unknown numbers?” (I counted by 2 to get the total. I counted by different numbers until I found a number that gave me the product.)
“How did each equation change as you found the unknown number?” (The symbol was replaced with the number.)


aligns: no