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: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
problem_activity: Narrative
In this activity, students create a line plot using the measurement data that they generated earlier and display their group’s line plot for all to see.
Encourage students to plan their line plot using the blank line in the activity statement before creating a poster version for display in a gallery walk. A template for a larger line plot is provided in the blackline master. Students can join the number lines on two copies of the blackline master to create a longer number line.
[IMG]
As students visit others’ data displays, they consider how the line plots are alike and how they are different, as well as why different scales might have been chosen for different objects measured.
Representation: Access for Perception.
Synthesis: Use gestures during the explanation of the line plot to emphasize important aspects of the line plot.
Supports accessibility for: Conceptual Processing, Attention
Required Materials
Materials to Gather
Glue or tape
Scissors
Tools for creating a visual display
Materials to Copy
Let's Make a Line Plot
Launch
Groups of 4
“Look at the data your group collected. What do you need to know to make a line plot that represents the data?” (The longest and shortest measurements. Whether the lengths are whole numbers or include halves and fourths of an inch.)
1 minute: group discussion
Share responses.
Give each group 2 copies of the blackline master, scissors, glue or tape, and tools for creating a visual display.
Activity
“Work with your group to create a line plot that represents your data. You will share your line plot with the class later.”
“You can use the blank number line on your page to plan your line plot before creating a final one to display.”
Consider asking:
“How do you plan to make the scale for the line plot so that it can show all your measurements?”
“What information or labels could be included to help others understand your line plot?”
Demonstrate how to join and tape (or glue) the 2 copies of the blackline master to make a large line plot.
“After you complete your final line plot, tape (or glue) your line plot on a poster.”
12–15 minutes: group work time
Student Facing
Create a line plot to represent the measurement data you collected. You will display and share your line plot with your class later.
You can use the blank number line here for your draft. Think about:
how to label the tick marks so that all the measurements are included
details to help others understand the data you collected
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Ask students to display their posters.
MLR7 Compare and Connect
“As you visit the posters with your group, think about how the line plots are alike and how they are different. Be prepared to share your observations.”
5 minute: gallery walk
See lesson synthesis.


aligns: no