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: 
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.

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standard_description: 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: Narrative
The purpose of this activity is for students to write the symbol or number that makes a comparison statement true. Students then read the comparison statement. This activity has two parts. In the first part, students are given two numbers with a blank space in which to write a comparison symbol that makes the statement true. After students write the symbol, they read the comparison statement. Reading the statement encourages students to relate the language of comparison to the symbols (MP6). In the second part of the activity, students are given a comparison symbol and either one number or neither number. Students determine a number or numbers that will make the comparison true.
MLR8 Discussion Supports.
Before pairs begin working together, remind students to use phrases such as greater than and less than. Model how to use these phrases when comparing two numbers. Invite students to chorally repeat the phrases in context.
Advances: Speaking, Conversing
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Launch
Groups of 2
Give students access to connecting cubes in towers of 10 and singles.
Activity
Read the task statement.
8 minutes: partner work time
Student Facing
Compare the numbers.
Write <, >, or = in each blank.
Then read the comparison statement.
\(56 \underline{\hspace{1 cm}} 26\)
\(72 \underline{\hspace{1 cm}} 78\)
\(6 \underline{\hspace{1 cm}} 55\)
\(92 \underline{\hspace{1 cm}} 29\)
\(23 \underline{\hspace{1 cm}} 23\)
[IMG]
Fill in each box with a number to make each statement true.
\(\boxed{\phantom{\frac{aaai}{aaai}}} > 78\)
\(39 < \boxed{\phantom{\frac{aaai}{aaai}}}\)
\(13 = \boxed{\phantom{\frac{aaai}{aaai}}}\)
\(\boxed{\phantom{\frac{aaai}{aaai}}} < \boxed{\phantom{\frac{aaai}{aaai}}}\)
\(\boxed{\phantom{\frac{aaai}{aaai}}} > \boxed{\phantom{\frac{aaai}{aaai}}}\)
Student Response
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Advancing Student Thinking
If students create statements that are not true, consider asking:
“Read your statement. How could you prove that it is a true statement?”
“What other numbers could you use to make this a true statement? Explain how you know.”
Activity Synthesis
Display
\(\boxed{\phantom{3}} > 78\)
.
“How did you know what number would make the statement true?” (I knew it had to be greater than 78 because I read the statement ‘blank is greater than 78’. I put in a number and read the statement out loud to see if it was true. I chose a number with more than 7 tens so I knew it would be greater than 78.)
Display
\(39 < \boxed{\phantom{3}}\)
.
“How did you know what number would make the statement true?” (I knew it had to be greater than 39 because I read the statement ‘39 is less than blank’. I put in a number and read the statement out loud to see if it was true. I chose a number with more than 3 tens so I knew that it would be greater than 39.)
Invite students to share comparisons they made for
\(\boxed{\phantom{3}}< \boxed{\phantom{3}}\)
and
\(\boxed{\phantom{3}} >\boxed{\phantom{3}}\)
.
\(\)
For each comparison shared, have the class decide if it is true or not.


aligns: no