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 to multiply a fraction or whole number by a fraction.

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: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

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_neg_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
problem_activity: Optional activity
In this activity, students calculate benchmark percentages. Students are likely to calculate the answers quickly They are to spend the majority of the task time discussing how they reason about the questions.
Launch
Give students quiet think time to complete the activity and then time to share their explanation with a partner.
Representation: Internalize Comprehension.
Provide appropriate reading accommodations and supports to ensure students access to written directions, word problems and other text-based content.
Supports accessibility for: Language; Conceptual processing
Student Facing
Match the percentage that describes the relationship between each pair of numbers. One percentage will be left over. Be prepared to explain your reasoning.
7 is what percentage of 14?
5 is what percentage of 20?
3 is what percentage of 30?
6 is what percentage of 8?
20 is what percentage of 5?
4%
10%
25%
50%
75%
400%
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
What percentage of the world’s current population is under the age of 14?
How many people is that?
How many people are 14 or older?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Because 5 goes into 20 four times, students may answer that 5 is 4% of 20. If this happens, explain that 5 is really
\(\frac14\)
of 20 and ask them what percentage represents one quarter.
Activity Synthesis
Invite students to share their mental math strategies. If needed, consider illustrating the relationship between of
\(B\)
and
\(C\)
(where
\(A\%\)
of
\(B\)
is
\(C\)
) using tape diagrams or double number line diagrams to help students visualize the association between the benchmark percentages and fractions.


aligns: no