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: 
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.

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im_task_000157_neg_0

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5
standard_description: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Narrative
Previously, students classified fractions based on their relationship to
\(\frac{1}{2}\)
and 1 (whether they are less than or more than these benchmarks). They used these classifications to compare fractions. In this activity, students are presented with fractions that are in the same group (for example, both less than
\(\frac{1}{2}\)
, or both greater than
\(\frac{1}{2}\)
but less than 1), so they need to reason in other ways to make comparisons.
Students can reason in a number of ways—by thinking about size and number of parts, drawing a diagram or number line, or reasoning numerically, but in most cases, they need to also rely on the idea of equivalence.
MLR7 Compare and Connect.
Synthesis: After each strategy has been presented, lead a whole-class discussion comparing, contrasting, and connecting the different approaches. Ask, “Did anyone solve the problem the same way, but would explain it differently?” and “Why did the different approaches lead to the same outcome?”
Advances: Representing, Conversing
Representation: Internalize Comprehension.
Activate background knowledge. Invite students to review the strategies they know for comparing fractions (reasoning about denominators or numerators, comparing to a benchmark, and writing equivalent fractions). Record students’ strategies on a visible display, including details (words or pictures) that will help them remember how to use the strategy.
Supports accessibility for: Conceptual Processing, Memory, Attention
Launch
Groups of 2
“Here are some fractions you’ve sorted in an earlier lesson. We compared them to
\( \frac{1}{2}\)
and 1.”
“What do the fractions in group 3 have in common? Why might they be in the same group?” (They are all greater than 1.)
“How are the fractions in group 1 different than those in group 2?” (Those in group 1 are less than
\( \frac{1}{2}\)
, and those in group 2 greater than
\( \frac{1}{2}\)
but less than 1.)
“We can tell that the fractions in group 2 are greater than those in group 1, and the fractions in group 3 are greater than those in the other groups.”
“Now compare the fractions in each group.”
Activity
“Take a few quiet minutes to work on the problems. Afterward, share your responses with your partner.”
7–8 minutes: independent work time
5 minutes: partner discussion
Monitor for students who:
reason by drawing number lines or tape diagrams
reason about the distance of each fraction from 0,
\(\frac{1}{2}\)
, or 1
reason about equivalent fractions (even if they don’t write out the multiplication numerically)
reason about equivalent fractions numerically by writing out the multiplication
Student Facing
Here are some pairs of fractions sorted into three groups. Circle the greater fraction in each pair. Explain or show your reasoning.
Group 1:
\(\frac{2}{10}\)
or
\(\frac{26}{100}\)
\(\frac{2}{5}\)
or
\(\frac{11}{100}\)
Group 2:
\(\frac{2}{3}\)
or
\(\frac{7}{12}\)
\(\frac{4}{5}\)
or
\(\frac{7}{10}\)
Group 3:
\(\frac{11}{5}\)
or
\(\frac{26}{10}\)
\(\frac{11}{3}\)
or
\(\frac{26}{12}\)
Student Response
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Activity Synthesis
Select students who used different strategies to share their responses.
“How do we compare two fractions that are in the same group—say, both less than
\( \frac{1}{2}\)
or both greater than 1?” (We can think about how close or far away from
\( \frac{1}{2}\)
each fraction is.)
Highlight how equivalent fractions came into play in each strategy. For example, ask, “When comparing
\(\frac{2}{3}\)
and
\(\frac{7}{12}\)
, why was it helpful to think of the
\(\frac{2}{3}\)
as
\(\frac{8}{12}\)
?” Or, “When comparing
\(\frac{7}{10}\)
and
\(\frac{4}{5}\)
, why did you think of
\(\frac{4}{5}\)
as
\(\frac{8}{10}\)
?”
If no students mention that it is often easier to compare two fractions when they have the same denominator, ask them about it.


aligns: yes