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: 
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 add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

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: 
No. This set of problems does not directly involve adding or subtracting multi-digit whole numbers. Instead, it focuses on multiplying multi-digit whole numbers.

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

im_task_000157_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
problem_activity: Activity
In this warm-up, students considers what happens if an object is launched up in the air unaffected by gravity. The work here serves two purposes. It reminds students that an object that travels at a constant speed can be described with a linear function. It also familiarizes students with a projectile context used in the next activity, in which students will investigate a quadratic function that more realistically models the movement of a projectile—with gravity in play.
Students who use a spreadsheet to complete the table practice choosing tools strategically (MP5).
Launch
Ask a student to read the opening paragraph of the activity aloud. To help students visualize the situation described, consider sketching a picture of a cannon pointing straight up, 10 feet above ground. Ask students to consider what a speed of 406 feet per second means in more concrete terms. How fast is that?
Students may be more familiar with miles per hour. Tell students that the speed of 406 feet per second is about 277 miles per hour.
Consider arranging students in groups of 2 so they can divide up the calculations needed to complete the table. Provide access to calculators, if requested.
Student Facing
A cannon is 10 feet off the ground. It launches a cannonball straight up with a velocity of 406 feet per second.
Imagine that there is no gravity and that the cannonball continues to travel upward with the same velocity.
Complete the table with the heights of the cannonball at different times.
{"table": [{"_attributes": {"border": "1"}, "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "seconds"}], "td": [{"_value": "0"}, {"_value": "1"}, {"_value": "2"}, {"_value": "3"}, {"_value": "4"}, {"_value": "5"}, {"span": [{"_attributes": {"class": ["math"], "data-png-file-id": "166"}, "_value": "\\(t\\)"}]}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "distance above ground (feet)"}], "td": [{"_value": "10"}, {}, {}, {}, {}, {}, {}]}]}]}]}
Write an equation to model the distance in feet,
\(d\)
, of the ball
\(t\)
seconds after it was fired from the cannon if there was no gravity.
Student Response
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Activity Synthesis
Ask students how the values in the table are changing and what equation would describe the height of the cannonball if there were no gravity. Even without graphing, students should notice that the height of the cannonball over time is a linear function given the repeated addition of 406 feet every time
\(t\)
increases by 1.
Tell students that, in the next activity, they will look at some actual heights of the cannonball.


aligns: no