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: 
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_pos_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
problem_activity: Activity
In this first part of the project, students make sense of the task at hand and determine what they need to know and do to find the most economical shipping box combination. Students should recognize that they will need to:
Find out the measurements of the jewelry boxes and shipping boxes, as well as the costs for mailing a shipping box of each size. Asking students to find out this information themselves will increase the modeling demand (MP4).
Decide on an orientation for the jewelry boxes inside each shipping box and calculate how many jewelry boxes will fit with that particular orientation.
Test out different orientations and how they affect the number of jewelry boxes to be fitted and the cost.
Students may want to think of a strategy for considering different configurations efficiently, rather than testing all of them, which would be time consuming and repetitive. As students make plans to try out different jewelry box orientations and associated calculations, encourage them to work systematically to minimize omissions and errors. Urge students to create drawings or models of the boxes to show the calculations they will need to make.
Consider supporting students by discussing the different orientations of jewelry boxes in a shipping box (Which orientations are possible? How much empty space would result?) and possible ways to use drawings or diagrams to show the arrangements of jewelry boxes.
Launch
Give students 1–2 minutes to read the task statement individually and to ask any clarifying questions. Demonstrate the idea of the task by putting a small box inside a larger box in different orientations. Consider displaying USPS flat-rate boxes, or an image of each of the boxes.
Arrange students in groups of 4. Give students 5 minutes of quiet think time to brainstorm about what information is needed to solve this task and share to it with their group. Give another 5 minutes to plan in groups, followed by time to measure boxes or research box options and dimensions for themselves. Provide access to measuring tools.
USPS flat-rate information:
Small box:
\(5\frac38\)
inches by
\(8\frac58\)
inches by
\(1\frac58\)
inches. Cost:
$
6.80.
Medium box 1:
\(11\)
inches by
\(8\frac12\)
inches by
\( 5\frac12\)
inches. Cost:
$
13.45.
Medium box 2:
\(11\frac78\)
inches by
\(3\frac38\)
inches by
\( 13\frac58\)
inches. Cost:
$
13.45.
Large box:
\(12\)
inches by
\( 12 \)
inches by
\( 5\frac12\)
inches. Cost:
$
18.75.
Reading, Speaking, Representing: MLR6 Three Reads.
Use this routine to orient students to the context of the problem. In the first read, students read the problem with the goal of comprehending the situation (an artist is packing jewelry boxes to ship to a store.). Clarify any unknown language, such as a “flat-rate” box or shipping rates, as needed. For the second read, ask students to identify the quantities and mathematical relationships (number of necklaces ordered, the dimensions of the jewelry box). After the final read, ask students to brainstorm possible strategies they may use to solve the problem.
Design Principle(s): Support sense-making
Student Facing
An artist makes necklaces. She packs each necklace in a small jewelry box that is
\(1\frac34\)
inches by
\(2\frac14\)
inches by
\(\frac34\)
inch.
A department store ordered 270 necklaces. The artist plans to ship the necklaces to the department store using flat-rate shipping boxes from the post office.
Consider the problem: Which of the flat-rate boxes should she use to minimize her shipping cost?
What other information would you need to be able to solve the problem?
Discuss this information with your group. Make a plan for using this information to find the most inexpensive way to ship the jewelry boxes. Once you have agreed on a plan, write down the main steps.
Student Response
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Activity Synthesis
Reconvene as a class before continuing with the next part. Ask each group to share a couple of specific steps they have taken toward answering the question and a couple of steps they plan on taking to move forward. Highlight any ideas students might have about making the problem-solving process more efficient and systematic. If not already mentioned by students, suggest that each group divide up the calculations to be done so each person is responsible for one shipping box.


aligns: no