few_shots: 
Example 1:
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: 
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Answer: 
No. Though this task involves addition, it does not involve any word problems.

Example 2:
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} $

Concept/skill: 
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Answer: 
Yes. By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.

Example 3:
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?


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.

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.

shot_info: im_task_001477_neg_0

K

im_task_000157_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students draw their own picture graphs to represent given data. Each student receives a data table to use. After drawing their own graphs, they share their graph with a partner and receive feedback on what is clear and what they could improve. As students represent the data and share their graphs with others, they notice and describe the features of picture graphs that make it easy for others to understand (MP3, MP6). While students are making their graphs, monitor for any features that many students leave out (for example, titles or category labels) to emphasize when sharing in the synthesis.
The data tables will be used again in the next activity.
This activity uses
MLR8 Discussion Supports
. Advances: reading, writing, and conversing.
Required Materials
Materials to Copy
Data Tables
Picture and Bar Graph Template
Required Preparation
Each student needs 1 data table from the blackline master. Each student in a group of 2 may receive different data tables.
Launch
Groups of 2
Display “2nd Graders’ Favorite Sports” graph.
“What can you learn about 2nd graders’ favorite sports from this graph?”
“What are some features of this graph that help us understand the data?”
Share responses.
Highlight the important features (title, labels, and pictures or symbols).
Activity
"Now you are going to create your own picture graph."
Give each student 1 data table and a graph template from the blackline master.
“Write the number of the data table on your page.”
“This graph uses smiley faces, but you may choose something different when you make your graph."
"Think about what picture you are going to use, then represent the data shown in your table in a picture graph.”
10 minutes: independent work time
Monitor for students who use symbols that are easy to draw.
“Switch graphs with your partner.”
“Tell your partner 1 thing you think they did really well and 1 thing you still have a question about.”
MLR8 Discussion Supports
Display sentence frames.
“You did _____ really well in your graph.”
“Why did you . . . ?”
“Can you say more about . . . ?”
5 minutes: partner work time
Student Facing
A group of 2nd graders were asked, “What is your favorite sport?” Their responses are shown in this picture graph.
[IMG]
Represent the data shown in your table in a picture graph.
Table # _______
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
Display graphs of previously selected students.
“What is same about these graphs? What is different?”
1 minute: quiet think time
1
–
2 minutes: partner discussion
Share responses.
Consider asking selected students:
“Why did you choose that symbol?”
"What other features did you add to your graph to help others' understand it?"


aligns: no