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: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
problem_activity: Activity
The large quantities involved in these questions lend themselves to arithmetic with powers of 10, giving students the opportunity to make use of scientific notation before it is formally introduced. This activity was designed so students could practice modeling skills such as identifying essential features of the problem and gathering the required information (MP4). Students use powers of 10 and the number line as tools to make it easier to calculate and interpret results.
Notice the ways in which students use relevant information to answer the questions. Identify students who can explain why they are calculating with one operation rather than another. Speed is not as important as carefully thinking through each problem.
Teacher Notes for IM 6–8 Math Accelerated
Adjust time to 15 minutes. Give students 10 minutes of work time.
Launch
From the warm-up, students have decided what information they need to solve the problem. Invite students to ask for the information they need. Provide students with only the information they request. Display the information for students to see throughout the activity. If students find they need more information later, provide it to the whole class then.
Here is information students might ask for in order to solve the problems:
The mass of an average classroom meter stick is roughly 0.2 kg.
The length of an average classroom meter stick is 1 meter.
The mass of the Moon is approximately
\(7 \boldcdot 10^{22}\)
kg.
The Moon is roughly
\((3.8) \boldcdot 10^8\)
meters away from Earth.
The distances to various astronomical bodies the students might recognize, in light years, as points of reference for their last answer. (Consider researching other distances in advance or, if desired, encouraging interested students to do so.)
Arrange students in groups of 2–4 so they can discuss how to use the information to solve the problem. Give students 15 minutes of work time.
Student Facing
How many meter sticks does it take to equal the mass of the Moon? Explain or show your reasoning.
Label the number line and plot your answer for the number of meter sticks.
[IMG]
If you took all the meter sticks from the last question and lined them up end to end, will they reach the Moon? Will they reach beyond the Moon? If yes, how many times farther will they reach? Explain your reasoning.
One light year is approximately
\(10^{16}\)
meters. How many light years away would the meter sticks reach? Label the number line and plot your answer.
[IMG]
Student Response
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Student Facing
Are you ready for more?
Here is a problem that will take multiple steps to solve. You may not know all the facts you need to solve the problem. That is okay. Take a guess at reasonable answers to anything you don’t know. Your final answer will be an estimate.
If everyone alive on Earth right now stood very close together, how much area would they take up?
Student Response
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for free access to Extension Student Response.
Activity Synthesis
Select previously identified students to share how they organized their relevant information and how they planned to use the information to answer the questions. The important idea students should walk away with is that powers of 10 are a great tool to tackle challenging, real-world problems that involve very large numbers.
It might be illuminating to put 35 million light years into some context. It is over a thousand trillion times as far as the distance to the Moon, or about the size of a supercluster of galaxies. The Sun is less than
\(1.6 \times 10^\text{-5}\)
light year away from Earth.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Prior to the whole-class discussion, invite students to share their work with a partner. Display sentence frames to support student conversation such as: “First, I _____ because . . .”, “I noticed _____ so I . . .”, “Why did you . . .?”, “I agree/disagree because . . ..”
Supports accessibility for: Language; Social-emotional skills
Speaking: MLR8 Discussion Supports.
Give students additional time to make sure everyone in their group can explain their response to the first question. Then, vary who is called on to represent the ideas of each group. This routine will prepare students for the role of group representative and to support each other to take on that role.
Design Principle(s): Optimize output (for explanation); Cultivate conversation


aligns: no