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: 
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
 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: 
Yes. By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.

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.

shot_info: im_task_001477_neg_0

K

im_task_000157_pos_0

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fl_problem_000674_pos_0

5
standard_description: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
problem_activity: Activity
This activity gives students first-hand experience in relating ratios of time and distance to speed. Students time one another as they move 10 meters at a constant speed—first slowly and then quickly—and then reason about the distance traveled in 1 second.
Double number lines play a key role in helping students see how time and distance relate to constant speed, allowing us to compare how quickly two objects are moving in two ways. We can look at how long it takes to move 10 meters (a shorter time needed to move 10 meters means faster movement), or at how far one travels in 1 second (a longer distance in one second means faster movement).
Along the way, students see that the language of “per” and “at this rate,” which was previously used to talk about unit price, is also relevant in the context of constant speed. They begin to use “meters per second” to express measurements of speed.
As students work, notice the different ways they use double number lines or other means to reason about distance traveled in one second.
Teacher Notes for IM 6–8 Accelerated
Adjust the timing of this activity to 20 minutes.
Launch
Before class, set up 4 paths with a 1-meter warm-up zone and a 10-meter measuring zone.
[IMG]
Arrange students into 4 groups, with one for each path. Provide a stopwatch. Explain that they will gather some data on the time it takes to move 10 meters. Select a student to be your partner and demonstrate the activity for the class.
Share that the experiment involves timing how long it takes to move the distance from the start line to the finish line.
Explain that each person in the pair will play two roles: “the mover” and “the timer.” Each mover will go twice—once slowly and once quickly—starting at the warm-up mark each time. The initial 1-meter-long stretch is there so the mover can accelerate to a constant speed before the timing begins.
Demonstrate the timing protocol as shown in the task statement.
Stress the importance of the mover moving at a constant speed while being timed. The warm-up segment is intended to help them reach a steady speed. To encourage students to move slowly, consider asking them to move as if they are balancing something on their head or carrying a full cup of water, trying not to spill it.
Alternatively, set up one path and ask for two student volunteers to demonstrate while the rest of the class watches.
Representation: Internalize Comprehension.
Begin with a physical demonstration of the activity. Highlight connections between prior understandings about using number lines to show how time and distance relate to constant speed.
Supports accessibility for: Conceptual processing; Visual-spatial processing
Student Facing
Your teacher will set up a straight path with a 1-meter warm-up zone and a 10-meter measuring zone. Follow the following instructions to collect the data.
[IMG]
​
The person with the stopwatch (the “timer”) stands at the finish line. The person being timed (the “mover”) stands at the warm-up line.
On the first round, the mover starts moving
at a slow, steady speed
along the path. When the mover reaches the start line, they say, “Start!” and the timer starts the stopwatch.
The mover keeps moving steadily along the path. When they reach the finish line, the timer stops the stopwatch and records the time, rounded to the nearest second, in the table.
On the second round, the mover follows the same instructions, but this time, moving
at a quick, steady speed
. The timer records the time the same way.
Repeat these steps until each person in the group has gone twice: once at a slow, steady speed, and once at a quick, steady speed.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "your slow moving time (seconds)"}, {"_attributes": {"scope": "col"}, "_value": "your fast moving time (seconds)"}]}]}], "tbody": [{"tr": [{"td": [{}, {}]}]}]}]}
After you finish collecting the data, use the double number line diagrams to answer the questions. Use the times your partner collected while you were moving.
Moving slowly:
[IMG]
Moving quickly:
[IMG]
Estimate the distance in meters you traveled in 1 second when moving slowly.
Estimate the distance in meters you traveled in 1 second when moving quickly.
Trade diagrams with someone who is not your partner. How is the diagram representing someone moving slowly different from the diagram representing someone moving quickly?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may have difficulty estimating the distance traveled in 1 second. Encourage them to mark the double number line to help. For example, marking 5 meters halfway between 0 and 10 and determining the elapsed time as half the recorded total may cue them to use division.
Activity Synthesis
Select students to share who used different methods to reason about the distance traveled in 1 second. It may be helpful to discuss the appropriate amount of precision for their answers. Dividing the distance by the elapsed time can result in a quotient with many decimal places; however, the nature of this activity leads to reporting an approximate answer.
During the discussion, demonstrate the use of the phrase
meters per second
or emphasize it, if it comes up naturally in students’ explanations.  Discuss how we can use double number lines to distinguish faster movement from slower movement. If it hasn't already surfaced in discussion, help students see we can compare the time it takes to travel the same distance (in this case, 10 meters) as well as the distance traveled in the same amount of time (say, 1 second).
Explain to students that when we represent time and distance on a double number line, we are saying the object is traveling at a constant speed or a constant rate. This means that the ratios of meters traveled to seconds elapsed (or miles traveled to hours elapsed) are equivalent the entire time the object is traveling. The object does not move faster or slower at any time. The equal intervals on the double number line show this steady rate.
Representing: MLR7 Compare and Connect.
As students share different approaches for reasoning about distance traveled in 1 second, ask students to identify "what is the same and what is different?" about the approaches. Help students connect approaches by asking "Where do you see the measurement of speed '____ meters per second' in each approach?" This helps students connect the concept of rate and a visual representation of that rate.
Design Principle(s): Maximize meta-awareness


aligns: no