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:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Concept/skill: 
Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

Answer: 
Yes. This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).

Example 3:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Concept/skill: 
Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Answer: 
Yes. An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation.

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

fl_problem_001097_pos_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
problem_activity: Warm-up
In this activity, students encounter two distance-time ratios in which one quantity (distance) has the same value and the other quantity (time) has different values. Students interpret what the ratios mean in context, i.e., in terms of the speeds of two runners. There are several ways to reason about this with or without double number lines. Students may argue that since both runners ran for the same distance but Mai ran a shorter amount of time, she ran at a greater speed.
Students may also say that if Mai could run 3 miles in 24 minutes, at that speed, she would run more than 3 miles in 30 minutes. Since Jada only ran 3 miles in 30 minutes, Mai ran faster. The double number line that corresponds to these arguments may be as shown below.
[IMG]
[IMG]
As students work, monitor for the different ways they reason about the situation and identify a few students to share different approaches later.
Launch
Explain to students that a treadmill is an exercise machine for walking or running. Explain that while the runner does not actually go anywhere on a treadmill, a computer inside the treadmill keeps track of the distance traveled as if she were running outside.
If desired, this video shows a person starting a treadmill and walking at a constant speed for a few seconds.
Video
Treadmill
available at
https://player.vimeo.com/video/304136549
.
Students work on all parts of the activity silently and individually, then share their explanation with a partner.
Student Facing
Mai and Jada each ran on a treadmill. The treadmill display shows the distance, in miles, each person ran and the amount of time it took them, in minutes and seconds.
Here is Mai’s treadmill display:
[IMG]
Here is Jada’s treadmill display:
[IMG]
What is the same about their workouts? What is different about their workouts?
If each person ran at a constant speed the entire time, who was running faster? Explain your reasoning.
Student Response
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Anticipated Misconceptions
Because a person running on a treadmill does not actually go anywhere, it may be challenging to think about a distance covered. If this comes up, suggest that students think about running the given distances outside on a straight, flat road at a constant speed.
Activity Synthesis
Select a few students to share their reasoning about the speeds of the runners. If no students use a double number line to make an argument, illustrate one of their explanations using a double number line.
Remind students that even though a double number line is not always necessary, it can be a helpful tool to support arguments about ratios in different contexts.


aligns: no