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: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)
problem_activity: Task
Some of the problems below can be solved by multiplying $\frac18\times\frac25$, while others need a different operation. Select the ones that can be solved by multiplying these two numbers. For the remaining, tell what operation is appropriate. In all cases, solve the problem (if possible) and include appropriate units in the answer.
Two-fifths of the students in Anya’s fifth grade class are girls. One-eighth of the girls wear glasses. What fraction of Anya’s class consists of girls who wear glasses?
A farm is in the shape of a rectangle $\frac18$ of a mile long and $\frac25$ of a mile wide. What is the area of the farm?
A pizza is cut into 8 slices.  There is $\frac25$ of the pizza left. If Jamie eats another slice,  $\frac18$ of the original whole pizza, what fraction of the original pizza is left over?
In Sam’s fifth grade class, $\frac18$ of the students are boys. Of those boys, $\frac25$ have red hair. What fraction of the class is red-haired boys.
Alex was planting a garden. He planted $\frac25$ of the garden with potatoes and $\frac18$ of the garden with lettuce. What fraction of the garden is planted with potatoes or lettuce?
The track at school is $\frac25$ of a mile long. If Jason has run $\frac18$ of the way around the track, what fraction of a mile has he run?


aligns: no