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:
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_pos_0

K

fl_problem_001097_pos_0

7

fl_problem_001894_pos_0

HS_0
standard_description: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)
problem_activity: Narrative
The purpose of this activity is for students to solve a contextual problem about dividing a fractional amount by a whole number. Students draw a diagram to represent the situation and relate the diagram to a division expression. Because of earlier work in this unit, students may draw one of the familiar square area diagrams showing the product
\(\frac{1}{3} \times \frac{1}{2}\)
. Other students may make a diagram resembling the macaroni and cheese pan and divide it appropriately. The focus in the synthesis is on bringing out how the diagram shows
\(\frac{1}{2} \div 3\)
and how it allows students to answer the question. The relationship between
\(\frac{1}{3} \times \frac{1}{2}\)
and
\(\frac{1}{2} \div 3\)
will be brought out in later lessons. When students connect the quantities in the story problem to an equation, they reason abstractly and quantitatively (MP2).
This activity uses
MLR7 Compare and Connect.
Advances: Representing, Conversing.
Representation: Develop Language and Symbols.
Represent the problem in multiple ways to support understanding of the situation. For example, a cut-out or another physical manipulative to represent the pan of macaroni and distribute the “macaroni” to three students or a video that shows the distribution of macaroni and cheese between three people.
Supports accessibility for: Attention, Conceptual Processing
Launch
Groups of 2
Display and read: “Last night, Jada’s aunt baked a pan of macaroni and cheese for dinner. Today, she brought the leftovers to Jada’s home for Jada and her sisters to share.”
“What do you notice? What do you wonder?” (We solved problems about macaroni and cheese before. I wonder how much macaroni and cheese Jada’s aunt brought.)
1–2 minutes: partner discussion
Activity
1–2 minutes: quiet think time
6–8 minutes: partner work time
Monitor for students who:
draw diagrams like the ones in the student responses
explain the situation as
\(\frac {1}{2}\)
divided into 3 equal pieces
recognize each person will get
\(\frac{1}{6}\)
of the whole pan of macaroni and cheese
Student Facing
Jada and her 2 sisters equally share
\(\frac{1}{2}\)
a pan of macaroni and cheese.
Draw a diagram to represent the situation.
Explain how this expression represents the situation:
\(\frac {1}{2} \div 3\)
How much of the whole pan of macaroni and cheese will each person get?
Student Response
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Activity Synthesis
MLR7 Compare and Connect
“Create a visual display that shows your thinking about the problems. You may want to include details such as notes, diagrams, drawings, etc., to help others understand your thinking.”
2–5 minutes: independent or group work
5–7 minutes: gallery walk
“How does each representation show
\(\frac {1}{2}\)
a pan of macaroni and cheese?”
“How does each representation show 3 equal pieces?”
30 seconds: quiet think time
1 minute: partner discussion
“How do we know that each person got the same amount of macaroni and cheese?” (I divided the half into 3 equal shares.)
“How much of the whole pan of macaroni and cheese did each person get?” (
\(\frac {1}{6}\)
)
“How do the diagrams show
\(\frac {1}{6}\)
?” (Each
\(\frac {1}{2}\)
of the pan is divided into 3 equal pieces, so each of those pieces is
\(\frac {1}{6}\)
of the whole pan.)


aligns: no