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: 
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 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_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
problem_activity: Activity
This activity allows students to practice using the algorithm from earlier to solve division problems that involve a wider variety of fractions. Students can use any method of reasoning and are not expected to use the algorithm. As they encounter problems with less-friendly numbers, however, they notice that it becomes more challenging to use diagrams or other concrete strategies, and more efficient to use the algorithm. As they work through the activity, students choose their method.
Monitor the strategies students use and identify those with different strategies— including those who may not have used the algorithm—so they can share later.
Launch
Keep students in groups of 2. Give students 5–7 minutes of quiet work time, followed by 2–3 minutes to discuss their responses with a partner.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Provide students with access to blank tape diagrams. Encourage students to attempt more than one strategy for at least one of the problems.
Supports accessibility for: Visual-spatial processing; Organization
Student Facing
Calculate each quotient. Show your thinking and be prepared to explain your reasoning.
\(\frac 89 \div 4\)
\(\frac 34 \div \frac 12\)
\(3 \frac13 \div \frac29\)
\(\frac92 \div \frac 38\)
\(6 \frac 25 \div 3\)
After biking
\(5 \frac 12\)
miles, Jada has traveled
\(\frac 23\)
of the length of her trip. How long (in miles) is the entire length of her trip? Write an equation to represent the situation, and then find the answer.
Student Response
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click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Suppose you have a pint of grape juice and a pint of milk. You pour 1 tablespoon of the grape juice into the milk and mix it up. Then you pour 1 tablespoon of this mixture back into the grape juice. Which liquid is more contaminated?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Select previously identified students to share their responses. Sequence their presentations so that students with the more concrete strategies (e.g., drawing pictures) share before those with more abstract strategies. Students using the algorithm should share last. Find opportunities to connect the different methods. For example, point out where the multiplication by a denominator and division by a numerator are visible in a tape diagram.
Conversing, Representing: MLR7 Compare and Connect.
As students consider the different strategies, invite them to make connections between the various representations and approaches. Ask, “What do each of the strategies have in common?”, “How are the strategies different?” and “Which strategy is more efficient? Why?” Listen for and amplify observations that include mathematical language and reasoning.
Design Principle(s): Maximize meta-awareness; Optimize output (for comparison)


aligns: no