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 multiply multi-digit whole numbers using the standard algorithm.

Answer: 
Yes. This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.

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_pos_0

5
standard_description: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
problem_activity: Activity
The purpose of this activity is to let students determine how to use straightedge and compass moves to construct a regular hexagon precisely. Students should play with construction moves until they reach their goal rather than follow an explicit demonstration of construction steps. While the term
regular
appears in the task, it is not important for students to know the precise definition of
regular polygon
at this time.
Identify students whose explanations that the sides are congruent use tracing paper, or compare the radii of the different circles in the construction. Tracing paper connects to the idea of rigid motions, while comparing radii references the precise definition of a circle, which students will use throughout this unit and subsequent units.
Digital
Launch
Arrange students in groups of 2. Give students 10 minutes of work time followed by a whole-class discussion.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Invite students to talk about their ideas with a partner before writing them down. Display sentence frames to support students when they explain their reasoning. For example, “Each of the sides of the shape I constructed are the same length because....”
Supports accessibility for: Language; Social-emotional skills; Conceptual processing
Student Facing
Here is a hexagon with all congruent angles and all congruent sides (called a
regular
hexagon).
Try to draw a copy of the regular hexagon using only the pen tool. Draw your copy next to the hexagon given, and then drag the given one onto yours. What happened?
Here is a figure that shows the first few steps to constructing the regular hexagon. Use straightedge and compass moves to finish constructing the regular hexagon. Drag the given one onto yours and confirm that it fits perfectly onto itself.
How do you know each of the sides of the shape are the same length? Show or explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Why does the construction end up where it started? That is, how do we know the central angles go exactly 360 degrees around?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Print
Launch
Arrange students in groups of 2. Provide access to tracing paper. Give students 10 minutes of work time followed by a whole-class discussion.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Invite students to talk about their ideas with a partner before writing them down. Display sentence frames to support students when they explain their reasoning. For example, “Each of the sides of the shape I constructed are the same length because....”
Supports accessibility for: Language; Social-emotional skills; Conceptual processing
Student Facing
Here is a hexagon with all congruent angles and all congruent sides (called a
regular
hexagon).
[IMG]
Draw a copy of the regular hexagon using only your pencil and no other tools. Trace your copy onto tracing paper. Try to fold it in half. What happened?
Here is a figure that shows the first few steps to constructing the regular hexagon. Use straightedge and compass moves to finish constructing the regular hexagon. Trace it onto tracing paper and confirm that when you fold it in half, the edges line up.
[IMG]
How do you know each of the sides of the shape are the same length? Show or explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Why does the construction end up where it started? That is, how do we know the central angles go exactly 360 degrees around?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
If students spend more than a few minutes without significant progress, tell them the segment given in the figure is one of the 6 sides of the hexagon. Invite students to compare the given hexagon to the start of the construction. Then ask if they can draw another segment to make an adjacent side of the hexagon.
Activity Synthesis
The purpose of this discussion is to build toward the concept of a proof by asking students to informally explain why a fact about a geometric object must be true. Ask previously identified students to share their responses to “How do you know each of the sides of the shape are the same length?”
Writing, Speaking, Conversing: MLR 1 Stronger and Clearer Each Time
. Use this with successive pair shares to give students a structured opportunity to revise and refine their response to “How do you know each of the sides of the shape are the same length?” Ask each student to meet with 2–3 other partners in a row for feedback. Provide students with prompts for feedback that will help individuals strengthen their ideas and clarify their language. For example, “Can you explain how…?”, “How do circles help with the construction?”, “What do you know about radii that helps here?”, or “What do you mean by…?”. Students can borrow ideas and language from each partner to strengthen their final explanation.
Design Principle(s): Optimize output (for justification); Support sense-making


aligns: yes