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: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
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: yes