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: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Answer: 
Yes. An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation.

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_pos_0

HS_0
standard_description: Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
problem_activity: Task
The official diameter of a tennis ball, as defined by the International Tennis Federation, is at least 2.575 inches and at most 2.700 inches. Tennis balls are sold in cylindrical containers that contain three balls each. To model the container and the balls in it, we will assume that the balls are 2.7 inches in diameter and that the container is a cylinder the interior of which measures 2.7 inches in diameter and $3 \times 2.7 = 8.1$ inches high.
[IMG]
Lying on its side, the container passes through an X-ray scanner in an airport. If the material of the container is opaque to X-rays, what outline will appear?  With what dimensinos?
If the material of the container is partially opaque to X-rays and the material of the balls is completely opaque to X-rays, what will the outline look like (still assuming the can is lying on its side)?
The central axis of the container is a line that passes through the centers of the top and bottom. If one cuts the container and balls by a plane passing through the central axis, what does the intersection of the plane with the container and balls look like? (The intersection is also called a cross section. Imagine putting the cut surface on an ink pad and then stamping a piece of paper. The stamped image is a picture of the intersection.)
If the can is cut by a plane parallel to the central axis, but at a distance of 1 inch from the axis, what will the intersection of this plane with the container and balls look like?
If the can is cut by a plane parallel to one end of the can—a horizontal plane—what are the possible appearances of the intersections?
A cross-section by a horizontal plane at a height of $1.35 + w$ inches from the bottom is made, with $0 \lt w \lt 1.35$ (so the bottom ball is cut). What is the area of the portion of the cross section inside the container but outside the tennis ball?
Suppose the can is cut by a plane parallel to the central axis but at a distance of $w$ inches from the axis ($0\lt w\lt 1.35$). What fractional part of the cross section of the container is inside of a tennis ball?


aligns: yes