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)
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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 multiply multi-digit whole numbers using the standard algorithm.

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: 
Yes. This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.

Now, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

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standard_description: Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
problem_activity: Narrative
The purpose of this activity is for students to subtract a two-digit number from a two-digit number in a way that makes sense to them. Students build on their understanding of decomposing a ten when subtracting a one-digit number from a two-digit number to subtract two-digit numbers. The synthesis is devoted to presenting and comparing techniques students use to find the difference, including diagrams and equations (MP3).
This activity uses
MLR8 Discussion Supports
. Advances: listening, speaking, conversing
Representation: Develop Language and Symbols.
Synthesis: Make connections between representations visible. Ask students to verbalize the connection between the expression and the blocks.
Supports accessibility for: Visual-Spatial Processing, Language, Memory
Required Materials
Materials to Gather
Base-ten blocks
Connecting cubes
Launch
Groups of 2
Give students access to connecting cubes and base-ten blocks.
Activity
“Find the value of each difference and share your method and solution with your partner.”
7 minutes: independent work time
MLR8 Discussion Supports
“After your partner shares their method, repeat back what they told you.”
Display the sentence frames:
“I heard you say . . . .”
“Our methods are alike because . . . .”
“Our methods are different because . . . .”
5 minutes: partner discussion
Monitor for students who use base-ten blocks to show decomposing a ten.
Student Facing
Find the value of each difference. Show your thinking. Use blocks if it helps.
\(46 - 28 =\underline{\phantom{\hspace{1.05cm}}}\)
\(93 - 54 =\underline{\phantom{\hspace{1.05cm}}}\)
[IMG]
Student Response
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Advancing Student Thinking
Some students may not use base-ten blocks to find the difference. Prompt them to show their thinking in a way that could help others understand. Ask them to write expressions to show the steps they took when appropriate. Consider asking:
“How did you find the value of the difference?”
“What could you add to your diagram to help your partner understand what you did?”
“How could you use equations to show the steps you used?”
Activity Synthesis
Invite previously identified students to share.
“What did _____ do to solve the problem? How can we record it?”
30 seconds: quiet think time
Share responses.
Show how to represent solving with base-ten blocks with drawings and equations.
“How are these representations like the way _____ used base-ten blocks to find the value of the difference? How are they different?”


aligns: no