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: Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
problem_activity: Activity
This activity is a culmination of all the work students have done with angles in this unit. With less support than in previous activities, students come up with equations that represent the relationships between angles in a figure. Then, students solve their equation to find each unknown angle measure.
Launch
Encourage students to write an equation for each problem. Give students 2–3 minutes of quiet work time followed by a whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge by asking students to start by looking for any vertical, complementary and supplementary angles. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Find the unknown angle measures. Show your thinking. Organize it so it can be followed by others.
[IMG]
[IMG]
Lines
\(\ell\)
and
\(m\)
are perpendicular.
[IMG]
[IMG]
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?
The diagram contains three squares. Three additional segments have been drawn that connect corners of the squares. We want to find the exact value of
\(a+b+c\)
.
[IMG]
Use a protractor to measure the three angles. Use your measurements to conjecture about the value of
\(a+b+c\)
.
Find the exact value of
\(a+b+c\)
by reasoning about the diagram.
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
If students struggle to see the angle relationships in the figures, prompt them to look for any angles that are vertical, complementary, or supplementary to get them started.
Activity Synthesis
The goal of this discussion is for students to see different equations that can be used to represent and solve for the same unknown angle measures.
Select students to share their answers to each problem. Consider asking some of the following questions:
“Did anyone use a different equation for this same problem? If so, did you get the same answer?”
“Were any of the questions harder than others? Why?”
“Were there any questions you used a strategy that was new to you?”
Speaking: MLR8 Discussion Supports.
When selected students share how they calculated the angle measurements, invite other students to challenge an idea, elaborate on an idea, or clarify the idea using improved mathematical language. Encourage students to demonstrate central concepts of the angle relationships (e.g., complementary, supplementary, vertical) multi-modally by explaining their reasoning using images of the angles as well as gestures. This will support student understanding about how to write equations that represent the relationships between angles in a figure.
Design Principle(s): Optimize output (for explanation); Support sense-making


aligns: no