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: 
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.

Answer: 
No. Completing this task does not involve representing fractions on a number line diagram.

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_neg_0

3

fl_problem_000674_neg_0

5
standard_description: Write, read, and evaluate expressions in which letters stand for numbers.
problem_activity: Activity
This task culminates in writing a formula for the area of triangles. By now students are likely to have developed the intuition that the area of a triangle is half of that of a parallelogram with the same base and height. This activity encapsulates that work in an algebraic expression.
Students first find the areas of several triangles given base and height measurements. They then generalize the numerical work to arrive at an expression for finding the area of any triangle (MP8).
If needed, remind students how they reasoned about the area of triangles in the previous lesson (i.e. by composing a parallelogram, enclosing with one or more rectangles, etc.). Encourage them to refer to their previous work and use tracing paper as needed. Students might write
\(b \boldcdot h \div 2\)
or
\(b \boldcdot h \boldcdot \frac12\)
as the expression for the area of any triangle. Any equivalent expression should be celebrated.
At the end of the activity, consider giving students a chance to reason more abstractly and deductively, i.e., to think about why the expression
\(b \boldcdot h \div 2\)
would hold true for all triangles. See Activity Synthesis for prompts and diagrams that support such reasoning.
Launch
Arrange students in groups of 2–3. Explain that they will now find the area of some triangles using what they know about base-height pairs in triangles and the relationships between triangles and parallelograms.
Give students 5–6 minutes to complete the activity and access to geometry toolkits, especially tracing paper. Ask them to find the area at least a couple of triangles independently before discussing with their partner(s).
Student Facing
For each triangle:
Identify a base and a corresponding height, and record their lengths in the table.
Find the area of the triangle and record it in the last column of the table.
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|              triangle               | base (units) | height (units) | area (square units) |
|-------------------------------------|--------------|----------------|---------------------|
|      **          A         **       |              |                |                     |
|      **          B         **       |              |                |                     |
|      **          C         **       |              |                |                     |
|      **          D         **       |              |                |                     |
| **          any triangle         ** |    \(b\)     |     \(h\)      |                     |
In the last row, write an expression for the area of any triangle, using
\(b\)
and
\(h\)
.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may not be inclined to write an expression using the variables
\(b\)
and
\(h\)
and instead replace the variables with numbers of their choice. Ask them to reflect on what they did with the numbers for the first four triangles. Then, encourage them to write the same operations but using the letters
\(b\)
and
\(h\)
rather than numbers.
Activity Synthesis
Select a few students to share their expression for finding the area of any triangle. Record each expression for all to see.
To give students a chance to reason logically and deductively about their expression, ask, “Can you explain why this expression is true for
any
triangle?”
Display the following diagrams for all to see. Give students a minute to observe the diagrams. Ask them to choose one that makes sense to them and use that diagram to explain or show in writing that the expression
\(b \boldcdot h \div 2\)
works for finding the area of any triangle. (Consider giving each student an index card or a sheet of paper on which to write their reasoning so that their responses could be collected, if desired.)
[IMG]
When dealing only with the variables
\(b\)
and
\(h\)
and no numbers, students are likely to find Jada's and Lin's diagrams more intuitive to explain. Those choosing to use Elena's diagram are likely to suggest moving one of the extra triangles and joining it with the other to form a non-rectangular parallelogram with an area of
\(b \boldcdot h\)
. Expect students be less comfortable reasoning in abstract terms than in concrete terms. Prepare to support them in piecing together a logical argument using only variables.
If time permits, select students who used different diagrams to share their explanation, starting with the most commonly used diagram (most likely Jada's). Ask other students to support, refine, or disagree with their arguments. It time is limited, consider collecting students' written responses now and discussing them in an upcoming lesson.
Representation: Develop Language and Symbols.
Create a display of important terms and concepts. Invite students to suggest language or diagrams to include that will support their understanding. Include the following terms and maintain the display for reference throughout the unit: opposite vertex, base (of a triangle), height (of a triangle), and formula for finding area.
Supports accessibility for: Memory; Language
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion when students share their expressions for finding the area of any triangle. Provide students with 1–2 minutes of quiet think time to begin to consider why their expression is true for any triangle, before they continue work with a partner to complete their response. Select 1 or 2 pairs of students to share with the class, then call on students to restate their peers' reasoning. This will give more students the chance to use language to interpret and describe expressions for the area of triangles.
Design Principle(s): Support sense-making; Maximize meta-awareness


aligns: yes