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 to multiply a fraction or whole number by a fraction.

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: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

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_neg_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
problem_activity: Activity
In this task, students use the constant of proportionality they estimated in the previous task to calculate circumferences of circles given the diameter and vice versa. The purpose is to reinforce the proportional relationship between circumference
\(c\)
and diameter
\(d\)
and use the formula
\(c=kd\)
, where
\(k\)
is about 3 or 3.1 (the value agreed upon in the previous task).
If there is not sufficient time to allow students to work through all of the calculations, consider dividing up the work, assigning one circle to each student or group of students. It is important to save enough time for the discussion about the meaning and value of
\(\pi\)
at the end of this activity.
Before students begin the task, a digital applet found at
http://ggbm.at/H8UuD96V
can be used to reinforce the constant of proportionality.
Launch
Ask students to label these measurements given in the table on the picture of the circles. Instruct students to use the constant of proportionality the class estimated in the previous activity. Give students quiet work time followed by whole-class discussion.
Student Facing
Here are five circles. One measurement for each circle is given in the table.
[IMG]
Use the constant of proportionality estimated in the previous activity to complete the table.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}}, {"_attributes": {"scope": "col"}, "_value": "diameter (cm)"}, {"_attributes": {"scope": "col"}, "_value": "circumference (cm)"}]}]}], "tbody": [{"tr": [{"th": [{"_value": "circle A"}], "td": [{"_value": "3"}, {}]}, {"th": [{"_value": "circle B"}], "td": [{"_value": "10"}, {}]}, {"th": [{"_value": "circle C"}], "td": [{}, {"_value": "24"}]}, {"th": [{"_value": "circle D"}], "td": [{}, {"_value": "18"}]}, {"th": [{"_value": "circle E"}], "td": [{"_value": "1"}, {}]}]}]}]}
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
The circumference of Earth is approximately 40,000 km. If you made a circle of wire around the globe, that is only 10 meters (0.01 km) longer than the circumference of the globe, could a flea, a mouse, or even a person creep under it?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may multiply the circumference by the constant of proportionality instead of dividing by it. Prompt them to consider whether the diameter can be longer than the circumference of a circle.
Some students may struggle to divide by 3.1 if that is the constant of proportionality decided on in the previous lesson. Ask these students if they could use an easier number as their constant, and allow them to divide by 3 instead. Then ask them how their answer would have changed if they divided by 3.1.
Activity Synthesis
Display the table from the task statement for all to see. Ask students to share their answers and write these in the table, resolving any discrepancies.
Ask students if they noticed any connections between the tables and the graphs from the previous activity. Students will have used the equation
\(C=kd\)
, possibly without realizing it, to fill in the missing information so it is important for them to make this connection. To reinforce this connection, add the points from the table they just completed to the graph from the previous activity. Point out that the constant of proportionality appears in the table as the unit rate in the row with diameter 1 cm.
Ask if students have heard of the number
pi
or seen the symbol
\(\pi\)
. Define
\(\pi\)
as the exact value of the constant of proportionality for this relationship. Explain that the exact value of
\(\pi\)
is a decimal with infinitely many digits and no repeating pattern, so an approximation is often used. Frequently used approximations for
\(\pi\)
include
\(\frac{22} 7\)
, 3.14, and 3.14159, but none of these are exactly equal to
\(\pi\)
.


aligns: no