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 two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).)
problem_activity: Narrative
The purpose of this activity is for students to identify objects that are longer or shorter than a given object. Students find two objects that are longer and two objects that are shorter than an unsharpened pencil. The students use the language of “longer than” and “shorter than” and record their findings in complete sentences so that indirect comparison can be discussed during the activity synthesis.
MLR8 Discussion Supports.
Think aloud and use gestures to emphasize the language used for comparison. For example, use hands further or closer apart to accompany the words “longer” and “shorter”.
Advances: Listening, Representing
Required Materials
Materials to Gather
Materials from a previous lesson
Pencils
Required Preparation
Each group of 4 students needs access to the materials from the previous lesson and one unsharpened pencil.
Create a two-column chart with the headings “longer” and “shorter” for the synthesis.
Launch
Groups of 4
Give each group an unsharpened pencil and access to the objects from the previous lesson.
Display two objects that are not the same length (for example, a crayon and a marker).
“How do the lengths of these objects compare?” (The crayon is shorter than the marker. The marker is longer than the crayon.)
30 seconds: quiet think time
Share responses.
Activity
“You are going to compare the length of objects to the length of the unsharpened pencil. Find two objects that are longer than the pencil and two that are shorter than the pencil. Write a sentence for each comparison.”
8 minutes: independent work time
Monitor for two objects that are close in length but one is found to be longer than the unsharpened pencil and one is found to be shorter.
Student Facing
Find 2 objects that are longer and 2 objects that are shorter than the unsharpened pencil.
Write a sentence that compares each object to the pencil.
Example: The bulletin board
is longer than the pencil.
Student Response
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Activity Synthesis
Display the T-chart with headings “longer” and “shorter.”
“What objects are longer than an unsharpened pencil?” (a book, the ruler, the height of the desk)
Record responses.
What objects are shorter than an unsharpened pencil?” (a marker cap, a crayon, a toothpick)
Record responses.
Display previously identified objects that are close in length.
“How do the lengths of the two objects compare?” (The book that is shorter than the pencil is also shorter than the block because the block is longer than the pencil.)
“Because we compared the length of objects to the pencil, we know that some objects are longer or shorter than others without lining them up.”


aligns: no