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: 
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

Answer: 
No. This problem does not directly teach how side ratios in right triangles lead to definitions of trigonometric ratios. Instead, it involves solving a trigonometric function.

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_neg_0

HS_0
standard_description: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
problem_activity: Optional activity
In this activity students compute rates to decide which job applicant is working the fastest checking online comments. They compare rates and total number of comments checked, then see that using rates is the more useful information in this situation.
Launch
Keep students in the same groups of 2.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
A company is hiring people to read through all the comments posted on their website to make sure they are appropriate. Four people applied for the job and were given one day to show how quickly they could check comments.
Person 1 worked for 210 minutes and checked a total of 50,000 comments.
Person 2 worked for 200 minutes and checked 1,325 comments every 5 minutes.
Person 3 worked for 120 minutes, at a rate represented by
\(c = 331t\)
,
where
\(c\)
is the number of comments checked and
\(t\)
is the time in minutes.
Person 4 worked for 150 minutes, at a rate represented by
\(t = \left( \frac{3}{800} \right) c\)
.
Order the people from greatest to least in terms of total number of comments checked.
Order the people from greatest to least in terms of how fast they checked the comments.
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?
Write equations for each job applicant that allow you to easily decide who is working the fastest.
Make a table that allows you to easily compare how many comments the four job applicants can check.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Ask students which job applicant should get the job and why. If time permits, consider using MLR 1 (Stronger and Clearer Each Time).
Representing, Conversing: MLR7 Compare and Connect.
Use this routine to prepare students for the whole-class discussion. At the appropriate time, invite students to create a visual display showing which job applicant should get the job and why.  Allow students time to quietly circulate and analyze the selections and justifications in at least 2 other displays in the room. Give students quiet think time to consider what is the same and what is different and whether or not they agree. Next, ask students to find a partner to discuss what they noticed. Listen for and amplify observations that highlight advantages and disadvantages to each method of determining the top job applicant. This will help students identify situation when comparing rates is more effective than the sum of quantities.
Design Principle(s): Optimize output (for justification); Cultivate conversation


aligns: no