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: 
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_pos_0

K

fl_problem_001097_neg_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
problem_activity: Activity
The goal of this activity is for students to be reminded of the importance of measures of variability. Students compare data sets and decide which is the better option. Students must explain their reasoning for choosing one of the options and use statistics to justify their answers. This activity helps students gain more practice working with using variability to compare data sets.
Launch
Allow students to work individually or in pairs.
Student Facing
Choose the best option based on the given data. Use a measure of center and measure of variability to justify your answers.
Participants’ ages at camp A
[IMG]
Participants’ ages at camp B
mean: 11.93 years, mean absolute deviation: 1.65 years
Servers’ tip amounts at restaurant A
mean:
$
15, mean absolute deviation:
$
1.5
Servers’ tip amounts at restaurant B
[IMG]
​​​​​​Which camp would you prefer to work for? Explain your reasoning.
Which camp would you prefer to attend? Explain your reasoning.
At which restaurant would you want to be a server? Explain your reasoning.
Student Response
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Activity Synthesis
Discuss how students made their decisions. Here are sample questions to promote class discussion:
“How did the variability influence your choices?" (When there is greater variability, the values are more spread out, so that helped me think about whether I wanted consistent values or a wider range.)
"What are some situations in which less variability might be preferred?" (When you want the results to be consistent and reliable. Examples include the number of points scored by a good player, the miles a car can go on a single gallon of gas, or the price of milk.)
“How would the process of choosing the best situation be different if you were given a box plot?” (With a histogram or box plot, I wouldn’t have known exact numbers, so I would probably have to use a measure like IQR or the median to help make my decision.)


aligns: no