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: 
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_neg_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Write, read, and evaluate expressions in which letters stand for numbers.
problem_activity: Task
Kell  works at an after-school program at an elementary school. The table below shows how much money he earned every day last week.
{"table": [{"thead": [{"tr": [{"td": [{}, {"_value": "Monday"}, {"_value": "Wednesday"}, {"_value": "Friday"}]}]}], "tbody": [{"tr": [{"td": [{"_value": "Time worked"}, {"_value": "1.5 hours"}, {"_value": "2.5 hours"}, {"_value": "4 hours"}]}, {"td": [{"_value": "Money earned"}, {"_value": "\\$12.60"}, {"_value": "\\$21.00"}, {"_value": "\\$33.60"}]}]}]}]}
Mariko has a job mowing lawns that pays \$7 per hour.
Who would make more money for working 10 hours? Explain or show work.
Draw a graph that represents $y$, the amount of money Kell would make for working $x$ hours, assuming he made the same hourly rate he was making last week.
Using the same coordinate axes, draw a graph that represents $y$, the amount of money Mariko would make for working $x$ hours.
How can you see who makes more per hour just by looking at the graphs? Explain.


aligns: no