few_shots: 
Example:
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.


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.

Answer: 
Yes. This task involves representing addition with objects such as number cards and dice.

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
standard_description: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the Picture Books center. Students look through picture books and notice and describe shapes they see in the pictures.
Required Materials
Materials to Gather
Picture books
Materials to Copy
Picture Books Stage 3 Recording Sheet
Required Preparation
Each group of 2
–
4 needs at least one picture book that shows a variety of shapes throughout the book.
Launch
Groups of 2
Give each student a recording sheet and each group 2
–
4 picture books.
“We are going to learn a new way to do the Picture Books center.”
“Your group will look through picture books and notice and describe shapes you see in the pictures. On your recording sheet, you will each sketch the shape you see, describe it, and name it.”
Activity
10 minutes: partner work time
Monitor for different shapes students notice.
Activity Synthesis
“What shapes did you find most often?”


aligns: yes