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 and division and of fractions to multiply and divide rational numbers.

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: 
Yes. This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).

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_pos_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
problem_activity: Narrative
The purpose of this activity is for students to estimate whole number products in the context of volume. In the next activity students will calculate the smallest and largest volumes within the range recommended for each type of bird. The estimates here may or may not fall within the range, depending on the numbers students pick. When making reasoned estimates, there is always some tension between accuracy and using the most friendly numbers. During the synthesis, students explain the different strategies they use to make reasonable estimates with calculations that they can perform as simply as possible, often mentally (MP3).
Students may need a quick reminder of how to find the volume of a rectangular prism. If needed, remind students that the volume of a rectangular prism is the product of the length, width, and height, or alternatively, the product of the area of a base and the height for that base.
Launch
Display table from task.
“What do you notice and wonder about the table?” (There are different kinds of birds listed. There are side lengths for the floor but the height is a range. What do the numbers mean? Do smaller birds have smaller houses?)
1 minute: quiet think time
Share and record student responses.
If needed, display images of different kinds of birds.
Activity
2 minutes: quiet think time
5 minutes: partner work time
Monitor for students who consider friendly numbers to use for the height and also for estimating the product of the area of the floor and the height.
Student Facing
Different types of birds use different types of houses. The table gives you the recommended side lengths for birdhouses of various species.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "type of bird"}, {"_attributes": {"scope": "col"}, "_value": "side lengths of floor"}, {"_attributes": {"scope": "col"}, "_value": "height"}, {"_attributes": {"scope": "col"}, "_value": "volume estimate"}]}]}], "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "chickadee"}], "td": [{"_value": "4 in by 4 in"}, {"_value": "6 to 10 in"}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "wood duck"}], "td": [{"_value": "10 in by 18 in"}, {"_value": "10 to 24 in"}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "barn owl"}], "td": [{"_value": "10 in by 18 in"}, {"_value": "15 to 18 in"}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "red-headed woodpecker"}], "td": [{"_value": "6 in by 6 in"}, {"_value": "12 to 15 in"}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "bluebird"}], "td": [{"_value": "5 in by 5 in"}, {"_value": "6 to 12 in"}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "swallow"}], "td": [{"_value": "6 in by 6 in"}, {"_value": "6 to 8 in"}, {}]}]}]}]}
Estimate a possible volume for each birdhouse. Be prepared to explain your reasoning.
Student Response
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Activity Synthesis
“How did you estimate the volume of a house for a wood duck?”
I know
\(10 \times 18\)
is 180 and I multiplied by 10 since that just adds a zero.
I also used
\(10 \times 18 = 180\)
but multiplied by 20 since that is between 10 and 24. I got
\(3,600\)
cubic inches.
“How did you estimate the volume of a house for a red-headed woodpecker?”
I found that the area of the floor is 36 square inches. I multiplied this by 10 to get 360 and by 20 to get 720 and then picked a number in between, 500 cubic inches.
I found the area of the floor was 36 square inches. I rounded that to 40 since it is a nicer number and then found
\(40 \times 12\)
which is 480.
“Which numbers are the friendliest for estimating products? Why?” (10 is the friendliest because I can use place value. Multiples of 10, like 20, are also friendly as I can multiply by 10 and then double.)


aligns: no