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: Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
problem_activity: Task
A function machine takes an input, and based on some rule produces an output.
[IMG]
The tables below show some input-output pairs for different functions. For each table, describe a function rule in words that would produce the given outputs from the corresponding inputs. Then fill in the rest of the table values as inputs and outputs which are consistent with that rule.
Input values can be any English word. Output values are letters from the English alphabet.
$\ \ \ \ \ $
{"table": [{"_attributes": {"class": ["regular"]}, "tbody": [{"tr": [{"th": [{"_value": "input"}], "td": [{"_value": "cat"}, {"_value": "house"}, {"_value": "you"}, {"_value": "stem"}, {"_value": "$\\ \\ \\ \\ \\ $"}, {"_value": "$\\ \\ \\ \\ \\ $"}, {"_value": "$\\ \\ \\ \\ \\ $"}]}, {"th": [{"_value": "output"}], "td": [{"_value": "t"}, {"_value": "e"}, {"_value": "u"}, {}, {"_value": "z"}, {}, {}]}]}]}]}
Input values can be any rational number. Output values can be any rational number.
{"table": [{"_attributes": {"class": ["regular"]}, "tbody": [{"tr": [{"th": [{"_value": "input"}], "td": [{"_value": "$2$"}, {"_value": "$5$"}, {"_value": "$-1.53$"}, {"_value": "$0$"}, {"_value": "$-4 $"}, {"_value": "$\\ \\ \\ \\ \\ $"}, {"_value": "$\\ \\ \\ \\ \\ $"}]}, {"th": [{"_value": "output"}], "td": [{"_value": "$7$"}, {"_value": "$10$"}, {"_value": "$3.47$"}, {"_value": "$5$"}, {}, {"_value": "$8$"}, {}]}]}]}]}
Input values can be any whole number. Output values can be any whole number.
{"table": [{"_attributes": {"class": ["regular"]}, "tbody": [{"tr": [{"th": [{"_value": "input"}], "td": [{"_value": "$1$"}, {"_value": "$2$"}, {"_value": "$3$"}, {"_value": "$4$"}, {"_value": "$5$"}, {"_value": "$6$"}, {"_value": "$7$"}]}, {"th": [{"_value": "output"}], "td": [{"_value": "$2$"}, {"_value": "$1$"}, {"_value": "$4$"}, {"_value": "$\\ \\ \\ \\ \\ $"}, {}, {}, {}]}]}]}]}
Input values can be any whole number between 1 and 365. Output values can be any month of the year.
{"table": [{"_attributes": {"class": ["regular"]}, "tbody": [{"tr": [{"th": [{"_value": "input"}], "td": [{"_value": "25"}, {"_value": "365"}, {"_value": "35"}, {"_value": "95"}, {"_value": "330"}, {"_value": "66"}, {}]}, {"th": [{"_value": "output"}], "td": [{"_value": "January"}, {"_value": "December"}, {"_value": "February"}, {"_value": "April"}, {"_value": "November"}, {"_value": "$\\ \\ \\ \\ \\ \\ \\ \\ $"}, {"_value": "October"}]}]}]}]}
For at least one of the tables, describe a second rule which fits the given pairs but ultimately produces different pairs than the first rule for the rest of the table.


aligns: no