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 add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

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: 
No. This set of problems does not directly involve adding or subtracting multi-digit whole numbers. Instead, it focuses on multiplying multi-digit whole numbers.

Now, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

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standard_description: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
problem_activity: Narrative
The purpose of this activity is for students to decompose 6 into 2 parts. Students see that the total number of cubes remains the same when it is decomposed into 2 parts. Although students may notice that they can do this in different ways, that idea is not the focus until the next activity.
MLR8 Discussion Supports.
Display and encourage students to use the following sentence frames: “I have _____ cubes in my hand”, “I have _____ cubes on my desk,” and “I have _____ cubes altogether.”
Advances: Speaking, Reading, Representing
Required Materials
Materials to Gather
Connecting cubes
Required Preparation
Each student needs 6 connecting cubes.
Launch
Groups of 2
Give each student 6 connecting cubes.
Activity
“You have 6 cubes. Put some of the cubes in your hand and some on your desk.”
30 seconds: independent work time
“Tell your partner how many cubes are in your hand. Show them the cubes.”
“Tell your partner how many cubes are on your desk. Show them the cubes.”
“Tell your partner how many cubes you have altogether.”
Student Response
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Activity Synthesis
Invite a student to share.
“How many cubes did you have in your hand? How many cubes were on your desk?”
Write an expression to represent the parts.
“How many cubes did you have in all?” (6)
“The total number of cubes stays the same when we break them up into 2 parts.”


aligns: no