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 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

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im_task_000157_neg_0

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fl_problem_000674_neg_0

5
standard_description: 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: Narrative
This optional activity gives students an additional opportunity to practice using “jumps” on number lines to subtract fractions, decomposing any whole numbers as needed along the way. (It is similar in structure to an optional activity in an earlier lesson on addition.)
Students are given four number lines with a point marked on each. They then draw a card with a fraction on it. All fractions on the cards, shown here, are greater than the values of the points. Students make one or more jumps to find the difference of the two points and then represent it with a subtraction equation.
\(\frac{8}{5} \qquad \frac{9}{5} \qquad \frac{10}{5} \qquad \frac{11}{5} \qquad \frac{12}{5} \qquad \frac{13}{5} \qquad \frac{14}{5} \qquad \frac{15}{5}\)
Required Materials
Materials to Copy
Make a Jump, Subtraction Edition
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
Give each group a set of fraction cards from the blackline master.
If students did not complete the optional activity in the previous lesson (which had a similar structure):
Display the four number lines.
“What do you notice? What do you wonder?”
30 seconds: quiet think time
30 seconds: partner discussion
Activity
“Label each point on the number line with a fraction it represents. This is your target.”
1 minute: independent work time
“You will now make one or more jumps from another fraction to your target and write an equation to represent the difference between the two.”
Explain how to use the cards and how to complete the task.
Monitor for students who facilitate subtraction by:
rewriting a fraction on their card as a whole number or a mixed number
labeling their number lines with whole numbers beyond 1
Student Facing
Here are four number lines, each with a point on it. Label each point with a fraction it represents.
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[IMG]
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The point you labeled is your target.
Pick a card from the set given to you. Locate and label the fraction on the number line.
From that point, draw one or more jumps to reach the target. What do you need to subtract? Label each jump you draw.
Write an equation to represent the difference of your two fractions.
Student Response
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Activity Synthesis
Select students to share their responses to the first couple of diagrams (or more if time permits).


aligns: no