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: 
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: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Answer: 
Yes. An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation.

Now, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

shot_info: im_task_001477_neg_0

K

fl_problem_001097_neg_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students to revisit stage 2 of the What's Behind My Back center, which was first introduced in grade 1. Students begin with a tower of 10 connecting cubes. They break apart the tower and represent the two parts with a drawing and an expression. Throughout the activity, students practice using what they know about sums of 10 and the relationship between addition and subtraction to find unknown addends. Students explain their reasoning about how they know how many cubes are missing to their partner (MP3). As students discuss, listen for the ways students show how they are looking for and using the counting sequence, properties of operations, or the relationship between addition and subtraction (MP7).
MLR8 Discussion Supports.
Make connections between representations visible. Think aloud, use gestures and a labeled display to show connections between parts of the equation and the cubes that are visible and those that are hidden.
Advances: Listening, Representing
Required Materials
Materials to Gather
Connecting cubes
Materials to Copy
What's Behind My Back Stage 2 Recording Sheet Grade 1
Required Preparation
Gather a tower of 10 connecting cubes to use in the launch.
Launch
Groups of 2
Give each group 10 connecting cubes.
“We are going to play a game you may have played in first grade called What’s Behind My Back?”
Show students a tower of 10 cubes. Put the tower behind your back. Break off 4 cubes, and display the rest of the tower.
“How many cubes are behind my back? How do you know?” (4 because there are 6 and 4 more makes 10. I know because
\(10 - 4 = 6\)
.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“After one partner has hidden the cubes, switch roles.”
Activity
10 minutes: partner work time
Activity Synthesis
Ask a student to play a round of the game with the class.
As the student displays the tower, write the related addition equation with an unknown addend on the board. (for example, if a student shows 2 blocks, write
\(2+\underline{\hspace{.5 cm}}=10\)
.)
“How does this equation represent the game?”
“What number makes the equation true?”
“How can we represent the game with a subtraction equation?” (
\(10 - 2 = 8\)
or
\(10 - 8 = 2\)
)
If needed, ask students to show how the numbers in the addition and subtraction equations represent the cubes in the round.


aligns: no