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 multiply multi-digit whole numbers using the standard algorithm.

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: 
Yes. This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.

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_pos_0

5
standard_description: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
problem_activity: Optional activity
In this activity, students use the measurements they just gathered to create their scale floor plans. Each student selects one of the paper options, decides on a scale to use, and works individually to create their drawing.
Support students as they reason about scale, scaled lengths, and how to go about creating the drawing. Encourage all to pay attention to units as they calculate scaled lengths. Ask students to think about the different ways that we can write a scale. If they struggle, remind students that a scale can be written in different units or written without units.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organizational skills in problem solving. For example, invite students to draw one section of the room at a time and monitor students to ensure they are making progress throughout the activity.
Supports accessibility for: Organization; Attention
Launch
Distribute at least three different types of paper for each group, which could include:
\(8\frac12 \times 11\)
printer paper
\(11 \times 17\)
printer paper
Centimeter graph paper
\(\frac14\)
-inch graph paper
\(\frac15\)
-inch graph paper
Ask each group member to select a paper for their drawing. Encourage variation in paper selections. Explain that they should choose an appropriate scale based on the size of their paper, the size of the classroom, and their chosen units of measurement. This means that the floor plan must fit on the paper and not end up too small (e.g., if the paper is
\(11 \times 17\)
inches, the floor plan should not be the size of a postcard).
Give students quiet time to create their floor plan. If the classroom layout is fairly complex, consider asking students to pause after they have completed a certain portion of the drawing (e.g., the main walls of the classroom) so their work may be checked. Alternatively, give them a minute to share their drawing-in-progress with a partner and discuss any issues.
Student Facing
Your teacher will give you several paper options for your scale floor plan.
Determine an appropriate scale for your drawing based on your measurements and your paper choice. Your floor plan should fit on the paper and not end up too small.
Use the scale and the measurements your group has taken to draw a scale floor plan of the classroom. Make sure to:
Show the scale of your drawing.
Label the key parts of your drawing (the walls, main openings, etc.) with their actual measurements.
Show your thinking and organize it so it can be followed by others.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
If the flooring material in your classroom is to be replaced with 10-inch by 10-inch tiles, how many tiles would it take to cover the entire room? Use your scale drawing to approximate the number of tiles needed.
How would using 20-inch by 20-inch tiles (instead of 10-inch by 10-inch tiles) change the number of tiles needed? Explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may pick a scale and start drawing without considering how large their completed floor plan will be. Encourage students to consider the size of their paper in order to determine an appropriate scale before they start drawing.
Activity Synthesis
Small-group and whole-class reflections will occur in the next activity.


aligns: yes