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: 
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 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.

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standard_description: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
problem_activity: Narrative
The purpose of this activity is for students to use their understanding of place value to find the number that makes each equation true. Students must consider how units may be composed or decomposed to find the unknown number (MP7). The number choices intentionally emphasize the types of compositions and decompositions students may use to add and subtract within 1,000. The synthesis focuses on the equations that involve composing or decomposing two units.
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students access to base-ten blocks.
Activity
5 minutes: independent work time
“Take turns sharing your thinking with your partner. Show or explain how you know your equation is true.”
3 minutes: partner discussion
For finding the number that makes 2 hundreds + 9 tens + 17 ones true, monitor for students who:
explain by using base-ten blocks or place value diagrams
explain how they noticed when they would need to compose or decompose more than one unit
Student Facing
Find the number that makes each equation true.
5 hundreds + _____ tens + 6 ones = 5 hundreds + 5 tens + 16 ones
1 hundred + 1 ten + 17 ones = 1 hundred + _____ tens + 7 ones
4 hundreds + 15 tens + 3 ones = _____ hundreds + 5 tens + 3 ones
4 hundreds + 3 tens + 7 ones = 3 hundreds + _____ tens + 7 ones
7 hundreds + 8 tens + 4 ones = 7 hundreds + 7 tens + _____ ones
[IMG]
6 hundreds + 9 ones = 5 hundreds + _____ tens + 9 ones
2 hundreds + 9 tens + 17 ones = _____ hundreds + 7 ones
3 hundreds + 1 ten + 5 ones = 2 hundreds + 10 tens + _____ ones
If You Have Time: Make your own equation with a missing value for your partner.
Student Response
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Advancing Student Thinking
If students create equations that are not true, prompt students to make the known side of the equation with base-ten blocks, consider asking:
“How can you compose or decompose units to show the equation is true?”
Activity Synthesis
Invite previously identified students to share their method for finding the unknown number for 2 hundreds + 9 tens + 17 ones = _____ hundreds + 7 ones.
For students who use base-ten blocks, draw place value diagrams to record their explanation.
Consider asking:
“How do you know both sides of the equation are equal?”
“Did you compose or decompose units? Did you compose or decompose more than one time?”


aligns: no