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)
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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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standard_description: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
problem_activity: Activity
Students practice using precise wording (MP6) to describe the positive or negative association between two variables given scatter plots of data.
Launch
Display the scatterplot for all to see. Remind students that we investigated the relationship between car weight and fuel efficiency earlier.
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Ask students how they would describe the relationship between weight and fuel efficiency. After 30 seconds of quiet think time, select 1–2 students to share their responses. (The scatter plot shows that for these cars, as the weight of a car increases, its fuel efficiency decreases.)
Give students 3–5 minutes to construct similar sentences to describe scatter plots of three other data sets followed by a whole-class discussion.
Student Facing
For each scatter plot, decide if there is an association between the two variables, and describe the situation using one of these sentences:
For these data, as ________________ increases, ________________ tends to increase.
For these data, as ________________ increases, ________________ tends to decrease.
For these data, ________________ and ________________ do not appear to be related.
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Student Response
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Anticipated Misconceptions
Students may assume they need to use each sentence exactly one time. Let them know it is acceptable to use a sentence more than once and that it is acceptable to not use a sentence.
Activity Synthesis
The purpose of the discussion is to talk about trends in data based on the representations in scatter plots.
Consider asking some of the following questions:
“Is it surprising that the price decreases as mileage increases? Why doesn’t mileage predict price perfectly?” (There are other factors, like whether the car has any damage or has any extra features.)
“Is it surprising that heavier diamonds cost more? Why doesn’t weight predict price perfectly?” (There are other factors, like the cut, the clarity, etc.)
“Is it surprising that energy consumption goes up as the temperature increases?” (No, because of air conditioning.)
For the last scatter plot, highlight the outliers by asking:
“What might cause more energy consumption on a cool day?” (Laundry, using power tools, etc.)
“What might cause less energy consumption on a hot day?” (Being gone from home, etc.)
Students may notice that the association between high temperature and energy consumed is more variable than the other situations. There is still a positive association or positive trend, but we would describe the association as “weaker.”
Speaking: MLR8 Discussion Supports.
Use this routine to amplify mathematical uses of language to communicate about the relationship between the two quantities represented in each scatter plot. As students describe the trends, press for details by requesting that students challenge an idea, elaborate on an idea, or give an example of their process. Revoice student ideas to model mathematical language use in order to clarify, apply appropriate language, and involve more students.
Design Principle(s): Support sense-making; Optimize output (for explanation)


aligns: no