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: 
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_neg_0

K

im_task_000157_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
problem_activity: Problem 1
For Simon’s birthday, he and his family go out to eat at a restaurant.
a.   The amount of tax is $3.40, which is 5% of the food bill. How much was the food bill not including the tax?
b.   If Simon wants to leave a 20% tip on the amount of the food bill before tax, how much should he leave for a tip?
c.   What is Simon’s total bill including tax and tip? What percent of the food bill is this?
Problem 2
Emily has a coupon for 20 percent off of her purchase at the store. She finds a backpack that she likes on the discount rack. Its original price is $60, but everything on the rack comes with a 30 percent discount.
Emily says, “
Thirty percent and twenty percent make fifty percent, so it will cost $30.
”
Is Emily correct? Explain your reasoning. In your explanation, if you disagree with Emily, find the price she will pay for the backpack.
Problem 3
In order to make money, a store marks up its prices by 25% from the warehouse prices. Let
$$p$$
represent the price at which the store gets its merchandise from the warehouse, and let
$$s$$
represent the price the store sells the merchandise for after the markup.
a.   Write an equation to determine the selling price,
$$s$$
, based on the warehouse purchase price,
$$p$$
.
b.   Create a table showing possible pairs of solutions to the equation.
{"table": [{"_attributes": {"align": "Center", "class": ["table", "table-bordered"], "style": "width:50%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$p$$"}], "_values": ["Warehouse price (", ")"]}]}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$s$$"}], "_values": ["Selling price (", ")"]}]}]}, {"td": [{}, {}]}, {"td": [{}, {}]}, {"td": [{}, {}]}, {"td": [{}, {}]}]}]}]}
c.   Create and label a graph for your table.
d.   Interpret the points
$$(0, 0)$$
and
$$(1, r) $$
from the graph in context of the situation.


aligns: yes