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: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
problem_activity: Problem 1
Akilah is running for seventh-grade class president. There are 100 students in the seventh grade at her school. To better understand her chances of winning, Akilah asks a random sample of 20 seventh graders if they plan to vote for her. In her sample, 12 out of the 20 students said they planned to vote for her. Akilah asks several friends to also ask a random sample of 20 students. Together, they combine their results to get a better understanding of her chances of winning. After winning the election, Akilah finds out that 55 out of the 100 seventh graders at her school voted for her.
Using the situation above, define and describe the following terms:
a.   sample
b.   population
c.   sample proportion
d.   population proportion
e.   sample distribution
Problem 2
All two hundred middle school students at Roosevelt Middle School responded to several survey questions, and the results were combined in a table which your teacher will share with you.
The first column represents a unique student ID number for each student. The last column represents students’ responses to the question “Which of the following superpowers would you most like to have: invisibility, super strength, telepathy, fly, or freeze time?”
The class wants to determine the proportion of Roosevelt Middle School students who choose freeze time as their superpower.
a.   In your group, use the random number table to collect a random sample of 20 student responses to the superpower question. Record your data in a table.
b.   Determine the sample proportion for your sample.
c.   Will the other groups in your class have the same sample proportion as you? Explain your reasoning.
d.   Collect the sample proportions from the class and present the distribution in a dot plot. According to the dot plot, what is a good estimation for the population proportion? What is a good estimation for the number of students who chose freeze time as their superpower?
Problem 3
This diagram shows some trees in a tree farm. The circles show old trees and the triangles show young trees. Tom wants to know how many trees there are of each type, but he says it would take too long to count them all one by one. (Note, there are 50 columns and 50 rows in the diagram.)
[IMG]
a.   What method could he use to estimate the number of trees of each type? Explain your method fully.
b.   On the
Counting Trees Worksheet
, use your method to estimate the number of old trees and young trees.


aligns: no