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: 
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

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


Answer: 
No. This problem does not directly teach how side ratios in right triangles lead to definitions of trigonometric ratios. Instead, it involves solving a trigonometric function.

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_neg_0

HS_0
standard_description: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
problem_activity: Narrative
The purpose of this activity is for students to relate multiplying a non-unit fraction by a whole number to multiplying a unit fraction by the same whole number. After finding the value of
\(\frac{1}{5} \times 3\)
in a way that makes sense to them, they then consider the value of the products
\(\frac{2}{5} \times 3\)
and
\(\frac{3}{5} \times 3\)
. In the synthesis students address how they can use the value of
\(\frac{1}{5} \times 3\)
to find the value other expressions.
Launch
Groups of 2
Activity
8 minutes: independent work time
Monitor for students who:
draw a diagram
use division to solve
recognize a relationship between
\(\frac{1}{5}\times3\)
,
\(\frac{2}{5}\times3\)
, and
\(\frac{3}{5}\times3\)
.
Student Facing
Find the value of each expression. Explain or show your reasoning. Draw a diagram if it is helpful.
\(\frac{1}{5} \times 3\)
\(\frac{2}{5} \times 3\)
\(\frac{3}{5} \times 3\)
Student Response
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for free access to Student Response.
Activity Synthesis
Ask previously selected students to share their solutions.
Display:
\(\frac{1}{5} \times 3\)
,
\(\frac{2}{5} \times 3\)
,
\(\frac{3}{5} \times 3\)
“How are the expressions the same?” (They all have a 3. They all have some fifths and there is a product.)
“How are the expressions different?” (The number of fifths is different. There is 1 and then 2 and then 3.)
“How can you use the value of
\(\frac{1}{5} \times 3\)
to help find the value of
\(\frac{2}{5} \times 3\)
?” (I can just double the result because it’s
\(\frac{2}{5}\)
instead of
\(\frac{1}{5}\)
.)
“What about
\(\frac{3}{5} \times 3\)
?” (That’s just another
\(\frac{1}{5} \times 3\)
.)
Display diagram from student solution or a student generated diagram like it.
“How does the diagram show
\(\frac{1}{5} \times 3\)
?” (There is 3 total and
\(\frac{1}{5}\)
of it is shaded.)
Display:
\(\frac{2}{5} \times 3\)
.
“How could you adapt the diagram to show
\(\frac{2}{5} \times 3\)
?” (I could fill in 2 of the fifths in each whole instead of 1.)
“In the next activity we will study a diagram for
\(\frac{2}{5} \times 3\)
more.”


aligns: no