few_shots: 
Example 1:
Concept/skill: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

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: 
No. Though this task involves addition, it does not involve any word problems.

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: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

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


Answer: 
Yes. An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation.

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

shot_info: im_task_001477_neg_0

K

fl_problem_001097_neg_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 2 of the Check It Off center. Students take turns picking two number cards that are multiples of 10 (0–90) and choose whether to make an addition or subtraction expression. Students check off the value of the sum or difference (0–90) and then write the addition or subtraction expression on the recording sheet.
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Materials to Copy
Number Cards, Multiples of 10 (0-90)
Check It Off Stage 3 Recording Sheet
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
Give each group a set of cards, two recording sheets, and access to connecting cubes in towers of 10.
“We are going to learn a new way to do the Check It Off center. It is called Check It Off, Add or Subtract Tens.”
“Choose two cards and decide whether you want to add or subtract. After you find the sum or difference, check it off on the recording sheet and write the expression. Take turns with your partner. At the end of the game the partner who checks off the most numbers wins.”
Activity
10 minutes: partner work time
Activity Synthesis
Display a recording sheet with 90 checked off and 10 not checked off.
Display cards 40 and 50.
“Should we add or subtract these numbers? Why?” (We should subtract because
\(50 - 40 =10\)
and we haven’t checked off 10 yet, but
\(40 + 50 = 90\)
and 90 is already checked off.)


aligns: yes