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: 
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

K

im_task_000157_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
problem_activity: Narrative
The purpose of this activity is for students to think about different activities they might participate in during free time, to define a smaller set of categories, and to collect data. A significant part of this activity is the definition of the categories, which is an important aspect of mathematical modeling (MP4). Encourage students to convert the time for their activities from minutes to hours. Students may notice that some fractions are more meaningful in the context of time such as half, third, and quarter of an hour. Students will further explore the relationship between time and fractions in the activity synthesis.
If a student sees that a specific activity is not on the poster, have them consider if there is an umbrella activity. For example, “What category, that is on a poster, might talking to your friends go under?”
Engagement: Develop Effort and Persistence.
Invite students to generate a list of shared expectations for group work. Record responses on a display and keep visible during the activity.
Supports accessibility for: Social-Emotional Functioning, Attention
Launch
Groups of 4
“What are some things you do or like to do if you have free time on the weekend?” (sleep, play video games, play sports, spend time with family, social media, read, go to the movies)
Activity
“For this activity, you’ll think about how you might spend 2 hours of free time and then we’ll record the time we spend for some of those activities.”
“As you work, I will write down the different categories of your responses on the posters hanging around the room. You will record your times on the posters.”
As students work, monitor for 4–6 popular activities and write the titles of these activities on the large pieces of poster paper. If necessary, list some examples of the umbrella category.
8–10 minutes: independent work time
Monitor for students who record using multiples of
\(\frac{1}{2}\)
,
\(\frac{1}{4}\)
, and
\(\frac{1}{8}\)
of an hour.
Student Facing
Imagine on the weekend you have 2 hours of free time that you can spend any way you like.
How would you spend it? Record your answer in fractions of an hour. Show your reasoning.
Record the time for each activity from your list on the appropriate poster, if there is a category for it.
Student Response
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Activity Synthesis
“Look at the data of the different categories around the room. What do you notice?” (Most people recorded using halves and fourths. More students play games than read books. There is more data on one poster than on another. There are more small numbers on one poster, it’s hard to compare because there are so many numbers and they are not in any order.)
If it doesn’t come up, ask, “Why did most people record time as multiples of
\(\frac{1}{2}\)
and
\(\frac{1}{4}\)
?” (Because half of 60 minutes is 30 and half of that is 15. I can easily see that on the clock.)
“Does it make sense to talk about time using
\(\frac{1}{8}\)
or
\(\frac{1}{7}\)
of an hour?” (Yes but it’s not a whole number of minutes like
\(\frac{1}{2}\)
hour or
\(\frac{1}{4}\)
hour.)
“What are some ways we can organize the data?” (Bar graph, line plot, chart, list the numbers in order.)


aligns: yes