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: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students to find the volume of a figure composed of two rectangular prisms and recognize that volume is additive. In the previous activity, students physically put two rectangular prisms together and then decomposed a figure into two rectangular prisms. In this activity, they are given an image of a figure composed of two rectangular prisms and asked to find the volume. They can do this in many ways. During the synthesis, connect the different strategies students used to the decomposition of the figure into two rectangular prisms.
As students experiment with different ways to group the cubes to efficiently count them, applying what they already know about the volume of rectangular prisms, they are looking for and making use of the structure of geometric objects (MP7). As students begin to generalize the idea that volume is additive, they are looking for and expressing regularity in repeated reasoning (MP8).
MLR7 Compare and Connect.
Synthesis: Invite students to prepare a visual display that shows the strategy they used to find the volume of each figure. Encourage students to include details that will help others interpret their thinking; for example, using specific language, or using different colors, shading, or arrows. Give students time to investigate each other’s work.
Advances: Representing
Launch
Groups of 2
Activity
5 minutes: individual work time
5 minutes: partner discussion
As students work, monitor for students who:
find two (or more) rectangular prisms that can be put together to make the figure and adding their volumes.
find the number of cubes in a base layer and multiplying by the number of layers, even though the base layer is not a rectangle (figure d).
Student Facing
Find the volume of each figure. Explain or show your reasoning.
a.
[IMG]
b.
[IMG]
c.
[IMG]
d.
[IMG]
Student Response
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Advancing Student Thinking
If students did not decompose the figures into rectangular prisms, encourage them to build the figures with connecting cubes and ask, “how can you decompose the figure into two rectangular prisms?”
Activity Synthesis
Display Figures c and d.
Ask selected students to share their way of splitting each figure.
“Who broke the figure up the same way? Who broke it up differently?”
“Can you think of other ways you could break up these figures?“ (I can cut them into several layers—3 horizontal layers for c, and 5 vertical layers for d. Each layer is a rectangular prism.)


aligns: no