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: 
Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Answer: 
Yes. This task involves representing addition with objects such as number cards and dice.

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_pos_0

K

im_task_000157_pos_0

3

fl_problem_000674_neg_0

5
standard_description: Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
problem_activity: Activity
In this activity, students work in groups and make a poster in their groups using one of their news items. Next, students go on a gallery walk and use sticky notes to ask questions about the information presented on each poster. They practice critiquing the reasoning of others as they study information they have not themselves worked on. They then go back and study the feedback they received from their classmates and revise their own work.
Launch
Keep students in the same groups of 3–4. Give students supplies to make posters. Tell them that they will choose one of their news clippings and make a visual display for the information they worked on in the previous activity. The posters should include all necessary information so that somebody who has not extensively worked with the same information should be able to understand the work.
Allow students 10 minutes to work on creating their display. Review group work as they finish.
After all groups have finished, display each group's work around the room for students to do a gallery walk. Tell students that they should leave feedback for each display on a sticky note attached to each group's work. Feedback can include questions about the display or information as well as compliments or critiques. Comments and questions should be constructive with the goal to help the groups who made the poster improve their work.
Tell each group which poster to start with and in which direction they should move.
As groups finish viewing the displays, allow them time to view the feedback left on their own display and, if necessary, time to improve their display based on the feedback.
Engagement: Develop Effort and Persistence.
Provide prompts, reminders, guides, rubrics, or checklists that focus on increasing the length of on-task orientation in the face of distractions. For example, provide a task checklist which makes all the required components of the poster explicit.
Supports accessibility for: Attention; Social-emotional skills
Writing: MLR8 Discussion Supports.
Provide sentence frames for students to use when asking questions about features of the visuals displays they do not understand. For example, “Why did you ____?” or “How did you ____?”
Design Principle(s): Support sense-making
Student Facing
Choose the example that you find the most interesting. Create a visual display that includes:
a title that describes the situation
the news clipping
your diagram of the situation
the two questions you asked about the situation
the answers to each of your questions
an explanation of how you calculated each answer
Pause here so your teacher can review your work.
Examine each display. Write one comment and one question for the group.
Next, read the comments and questions your classmates wrote for your group. Revise your display using the feedback from your classmates.
Student Response
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aligns: no