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 to multiply a fraction or whole number by a fraction.

Answer: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

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_neg_0

7

fl_problem_001894_neg_0

HS_0
standard_description: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
problem_activity: Narrative
The purpose of this activity is for students to practice generating two different patterns from two different rules and observe and quantify relationships between corresponding terms. Both sets of rules generate patterns that have the same relationships between corresponding terms. Each of Priya’s terms is 3 times greater than each of Jada’s corresponding terms and each of Jada’s terms is
\(\frac{1}{3}\)
of Priya’s corresponding terms.
When students find and explain patterns related rules and relationships, they look for and express regularity in repeated reasoning (MP8).
Launch
Groups of 2
“You and your partner will each complete some problems about patterns independently. After you’re done, discuss your work with your partner.”
Activity
5 minutes: independent work time
3 minutes: partner discussion
“Look back at your work and make any revisions based on what you learned from discussing with your partner.”
1–2 minutes: independent work time
Monitor for students who:
revise their thinking based on partner discussion
use multiplication expressions to represent the relationships between the patterns
Student Facing
Partner A
Use each rule to create a pattern.
Jada’s rule: Start at 0. Keep adding 2.
[IMG]
Priya’s rule: Start at 0. Keep adding 6.
[IMG]
If the patterns continue:
What number will be in Priya’s pattern when Jada’s pattern has 34? Explain or show your reasoning.
What number will be in Jada’s pattern when Priya’s pattern has 120? Explain or show your reasoning.
What relationships do you notice between the numbers in Priya's pattern and the numbers in Jada's pattern?
Partner B
Use each rule to create a pattern.
Jada’s rule: Start at 0. Keep adding 3.
[IMG]
Priya’s rule: Start at 0. Keep adding 9.
[IMG]
If the patterns continue,
What number will be in Priya’s pattern when Jada’s pattern has 54? Explain or show your reasoning.
What number will be in Jada’s pattern when Priya’s pattern has 198? Explain or show your reasoning.
What relationships do you notice between the numbers in Priya’s pattern and the numbers in Jada’s pattern?
Student Response
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Activity Synthesis
Ask previously identified students to share their thinking.
Display completed patterns from both sets of rules.
“How are the patterns from the pairs of rules the same? How are they different?” (Some of the numbers are in all four patterns. Some numbers aren’t in any pattern like 5 and 11. In both sets of rules, Priya’s numbers are 3 times greater than Jada’s numbers and Jada’s numbers are
\(\frac{1}{3}\)
Priya’s numbers.)
“How would you describe the relationship between Priya's pattern and Jada's pattern?” (Priya's numbers are all 3 times as much as Jada's corresponding numbers.)
“What can I multiply the numbers in Priya’s pattern by to get the corresponding numbers in Jada’s pattern?” (
\(\frac{1}{3}\)
, each number in Jada's pattern is
\(\frac{1}{3}\)
the corresponding number in Priya's pattern.)


aligns: no