few_shots: 
Example 1:
Concept/skill: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

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: 
No. Though this task involves addition, it does not involve any word problems.

Example 2:
Concept/skill: 
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
 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: 
Yes. By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.

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_neg_0

K

im_task_000157_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.
problem_activity: Optional activity
The purpose of this optional activity is to practice using a proportional relationship in another context. The chosen numbers make the unit rate a useful tool to answer the questions.
Launch
Remind students of the value of a quarter and a dime.
Student Facing
4 quarters are equal in value to 10 dimes.
How many dimes equal the value of 6 quarters?
How many dimes equal the value of 14 quarters?
What value belongs next to the 1 in the table? What does it mean in this context?
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of", "quarters"]}, {"_attributes": {"scope": "col"}, "br": [{}], "_values": ["number of", "dimes"]}]}]}], "tbody": [{"tr": [{"td": [{"_value": "1"}, {}]}, {"td": [{"_value": "4"}, {"_value": "10"}]}, {"td": [{"_value": "6"}, {}]}, {"td": [{"_value": "14"}, {}]}]}]}]}
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
Pennies made before 1982 are 95% copper and weigh about 3.11 grams each. (Pennies made after that date are primarily made of zinc). Some people claim that the value of the copper in one of these pennies is greater than the face value of the penny. Find out how much copper is worth right now, and decide if this claim is true.
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Ask students for the value that belongs next to the 1 in the table. Invite several students to explain the significance of this number.
Speaking: MLR8 Discussion Supports.
To provide a support students in precision of language when describing proportional relationships from a table, provide sentence frames for students to use, such as: “_____ is equal in value to _____, because . . . .”
Design Principle(s): Cultivate conversation


aligns: no