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 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_neg_0

K

im_task_000157_pos_0

3

fl_problem_000674_pos_0

5
standard_description: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.
problem_activity: Task
Suppose $\triangle ABC$ and $\triangle DEF$ share three corresponding congruent sides as pictured below:
[IMG]
Show that $\triangle ABC$ is congruent ot $\triangle DEF$ as follows:
Apply a translation to move $\triangle ABC$ to $\triangle A^\prime B^\prime C^\prime$ with $A^\prime = D$.
Apply a rotation to move $\triangle A^\prime B^\prime C^\prime$ to $A^{\prime \prime}B^{\prime \prime}C^{\prime \prime}$ with $A^{\prime \prime} = D$ and $B^{\prime \prime} = E$.
Explain why $\left|A^{\prime \prime}C^{\prime \prime}\right| = \left|DF\right|$ and conclude that $\overleftrightarrow{DE}$ is the perpendicular bisector of $\overline{C^{\prime \prime}F}$.
Show that reflection over $\overleftrightarrow{DE}$ maps $F$ to $C^{\prime \prime}$ and conclude that $\triangle ABC$ is congruent to $\triangle DEF$.


aligns: no