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)
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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: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Activity
In this activity students use trigonometry to calculate the measure of an angle when given two sides of a right triangle. Then they apply a method of their choosing to calculate other side lengths and angle measures in the triangle.
Monitor for students who use:
the Pythagorean Theorem
multiple trigonometric equations
the Triangle Angle Sum Theorem
Launch
“Don’t forget to calculate 3 measurements per triangle.”
Students need not complete all the problems before the discussion.
Engagement: Provide Access by Recruiting Interest.
Leverage choice around perceived challenge. Invite students to select 2 of the 3 questions to complete. Chunking this task into more manageable parts may also support students who benefit from additional processing time.
Supports accessibility for: Organization; Attention; Social-emotional skills
Student Facing
Find all missing side and angle measures.
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Student Response
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Activity Synthesis
Tell students there are at least 3 different methods for solving these problems:
Pythagorean Theorem
multiple trigonometric equations
the Triangle Angle Sum Theorem
Invite students to rank the methods in order of most to least preferred and tell them to be prepared to share their reasoning. After 1 minute of quiet think time ask a few students to share. Tell the class that there is no one best method; personal preference and the specific problem both influence your choices.
Speaking: MLR8 Discussion Supports.
To support students in producing statements about the methods they preferred for solving the problems, provide sentence frames for students to use when they share. For example, “I prefer _____ because _____,” or  “_____ was better because _____.”
Design Principle(s): Support sense-making


aligns: no