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 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: 
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_neg_0

7

fl_problem_001894_neg_0

HS_0
standard_description: 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: Narrative
The purpose of this activity is for students to find all of the compositions and decompositions of 10 in the context of a Put Together/Take Apart, Both Addends Unknown story problem. Monitor for students who:
change the number of red and yellow counters on a 10-frame (MP5).
move the beads on a bead tool (MP5).
use their knowledge, possibly from memory, of different decompositions of 10.
use patterns such as switching the number of pigeons in the fountain and on the bench (MP7).
The purpose of the activity synthesis is to use the 10-frame and the bead tool to visualize how the parts that make 10 are related, specifically that adding one to one number takes one away from the other number in the decomposition.
Action and Expression: Internalize Executive Functions.
Invite students to plan a strategy, including the tools they will use, to figure out all the different ways to make 10. Students can take turns verbally sharing their plan with their partner and work on an overall plan to find all the ways to make 10.
Supports accessibility for: Organization, Conceptual Processing
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Materials from a previous activity
Required Preparation
Students can use their bead tool from a previous lesson.
Create a chart displaying solutions to be used during the lesson synthesis.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "text-align:center"}, "br": [{}], "_values": ["pigeons in the", "fountain"]}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "br": [{}], "_values": ["pigeons on the", "bench"]}]}]}], "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align:center"}, "p": [{"_value": "9"}, {"_value": "8"}, {"_value": "7"}, {"_value": "6"}, {"_value": "5"}, {"_value": "4"}, {"_value": "3"}, {"_value": "2"}, {"_value": "1"}]}, {"_attributes": {"style": "text-align:center"}, "p": [{"_value": "1"}, {"_value": "2"}, {"_value": "3"}, {"_value": "4"}, {"_value": "5"}, {"_value": "6"}, {"_value": "7"}, {"_value": "8"}, {"_value": "9"}]}]}]}]}]}
Launch
Groups of 2
Give students access to connecting cubes or two-color counters, bead tools, and 10-frames.
Display and read the task statement.
“Work with your partner to show all of the ways that the 10 pigeons could be in the fountain and on the bench.”
Activity
7 minutes: partner work time
Student Facing
There were 10 pigeons.
Some of the pigeons were in the fountain.
The rest of the pigeons were on the bench.
How many of the pigeons were in the fountain?
Then how many of the pigeons were on the bench?
Show your thinking with objects, drawings, numbers, or words.
Student Response
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Activity Synthesis
Display a 10-frame with 9 red counters and 1 yellow counter and a bead tool with 9 beads on the left and 1 on the right.
[IMG]
[IMG]
“How do the 10-frame and the bead tool show a solution for the story problem?” (There can be 9 pigeons in the fountain and 1 pigeon on the bench.)
Switch one red counter to yellow, as pictured, and move 1 bead from the right to the left.
[IMG]
[IMG]
“What if I change one of the red counters to yellow? What if I move one bead over?” (Then 8 pigeons are in the fountain and 2 pigeons are on the bench.)
“Can I keep changing red counters to yellow? Can I keep moving the beads to the other side? What will happen?” (Yes, more pigeons will be on the bench and fewer pigeons will be in the fountain.)


aligns: yes