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: 
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 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_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
problem_activity: Task
A famous arcade in a seaside resort town consists of many different games of skill and chance.  In order to play a popular “spinning wheel” game at Fred's Fun Factory Arcade, a player is required to pay a small, fixed amount of 25 cents each time he/she wants to make the wheel spin. When the wheel stops, the player is awarded tickets based on where the wheel stops -- and these tickets are then redeemable for prizes at a redemption center within the arcade.
Note: this particular game has no skill component; each spin of the wheel is a random event, and the result from each spin of the wheel is independent of the results of previous spins.
The wheel awards tickets with the following probabilities:
{"table": [{"_attributes": {"class": ["narrow"]}, "tbody": [{"tr": [{"td": [{"_value": "1 ticket"}, {"_value": "35%"}]}, {"td": [{"_value": "2 tickets"}, {"_value": "20%"}]}, {"td": [{"_value": "3 tickets"}, {"_value": "20%"}]}, {"td": [{"_value": "5 tickets"}, {"_value": "10%"}]}, {"td": [{"_value": "10 tickets"}, {"_value": "10%"}]}, {"td": [{"_value": "25 tickets"}, {"_value": "4%"}]}, {"td": [{"_value": "100 tickets"}, {"_value": "1%"}]}]}]}]}
(Note: A picture of a wheel fitting these parameters is included.)
If a player were to play this game many, many times, what is the expected (average) number of tickets that the player would win from each spin?
The arcade often provides quarters to its customers in $5.00 rolls. Every day over the summer, a young boy obtains one of these quarter rolls and uses all of the quarters for the spinning wheel game. In the long run, what is the average number of tickets that this boy can expect to win each day using this strategy?
One of the redemption center prizes that the young boy is playing for is a trendy item that costs 300 tickets.  It is also available at a store down the street for $4.99. Without factoring in any enjoyment gained from playing the game or from visiting the arcade, from a strictly monetary point of view, would you advise the boy to try and obtain this item based on arcade ticket winnings or to just go and buy the item at the store?  Explain.
The histogram below summarizes the results of 90 summer days of the boy playing the game using his "$5 roll per day" strategy. The first bar in the histogram represents those days where 40 to 59 tickets were won.
[IMG]
For approximately what percentage of the 90 days did the boy earn fewer than 100 tickets in a day?
For approximately what percentage of the 90 days did the boy earn 200 or more tickets in a day?
For approximately what percentage of the 90 days did the boy earn 300 or more tickets in a day?
To maintain the spinning wheel game machine, the arcade manager adopts a strategy of emptying the money box (that's where the quarters go after they are inserted in the machine) each time she refills the machine with a new roll of tickets. The ticket refill rolls contain 5000 tickets, and the machine is designed to hold $1300 in quarters in its money box. Assume that the machine was fully loaded with 5000 tickets and had an empty money box when it was first used. Using the manager's maintenance strategy, is there any chance that the money box could become completely full with quarters or overflow with quarters? Explain.
Arcade Wheel
{"table": [{"_attributes": {"class": ["narrow"]}, "tbody": [{"tr": [{"th": [{"_value": "Color"}, {"_value": "Tickets"}]}, {"td": [{"_value": "Orange"}, {"_value": "1"}]}, {"td": [{"_value": "Green"}, {"_value": "2"}]}, {"td": [{"_value": "Blue"}, {"_value": "3"}]}, {"td": [{"_value": "Yellow"}, {"_value": "5"}]}, {"td": [{"_value": "Purple"}, {"_value": "10"}]}, {"td": [{"_value": "Black"}, {"_value": "25"}]}, {"td": [{"_value": "Red"}, {"_value": "100"}]}]}]}]}
Graphics Note: The wheel diagram was developed in Microsoft Excel using its "Pie Chart" graph building feature.  The intent is that each wedge represents 1% of the pie (3.6 degrees).  There are 35 orange wedges (each representing a win of 1 ticket) to correspond to the 35% probability of obtaining 1 ticket in a spin, 20 green wedges (each representing a win of 2 tickets) to correspond to the 20% probability of obtaining 2 tickets in a spin, and so on.
[IMG]


aligns: yes