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: Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.
problem_activity: Warm-up
The mathematical purpose of this lesson is for students to motivate a conceptual understanding of the
addition rule
. Monitor for students discussing counting people twice.
Launch
Arrange students in groups of 2. Give students quiet work time and then time to share their work with a partner.
Student Facing
The table displays information about people at a neighborhood park.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "row"}}, {"_attributes": {"scope": "col"}, "_value": "wearing sneakers"}, {"_attributes": {"scope": "col"}, "_value": "not wearing sneakers"}, {"_attributes": {"scope": "col"}, "_value": "total"}]}]}], "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "wearing a hat"}], "td": [{"_value": "8"}, {"_value": "2"}, {"_value": "10"}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "not wearing a hat"}], "td": [{"_value": "3"}, {"_value": "12"}, {"_value": "15"}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "total"}], "td": [{"_value": "11"}, {"_value": "14"}, {"_value": "25"}]}]}]}]}
Andre says the number of people wearing sneakers or wearing a hat is 21, because there are a total of 10 people wearing a hat and a total of 11 people wearing sneakers. Is Andre correct? Explain your reasoning.
What is the probability that a person selected at random from those in the park is wearing sneakers or wearing a hat?
Student Response
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Activity Synthesis
The goal of this discussion is to use the context as a model to introduce a conceptual understanding of the addition rule. Ask previously identified students to explain why Andre counted some people twice when he stated that the number of people wearing sneakers or wearing a hat is 21.
Here are some questions for discussion.
“Why did Andre need to subtract 8 from 21 to get the correct answer?” (It needs to be subtracted because the 8 people that were wearing sneakers and wearing a hat were counted twice. We counted them twice when adding the column total for wearing sneakers and the row total for wearing a hat.)
“How could the number of people wearing sneakers or wearing a hat be represented using a Venn diagram?” (A Venn diagram could be made using two overlapping circles, one for wearing sneakers and one for wearing a hat. There would be 8 people in the middle where the two circles overlap. There would be an additional 3 people in the wearing sneakers circle representing those wearing sneakers but not a hat. There would also be an additional 2 people in the circle representing those wearing a hat but not sneakers.)
“What is the probability that a person selected at random is not wearing sneakers and not wearing a hat?” (
\(\frac{12}{25}\)
)


aligns: yes