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: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
problem_activity: Narrative
The purpose of this activity is for students to use what they’ve learned about multiplication to solve and represent situations that involve equal groups. Students now have experience with multiple representations and have the opportunity to choose which representation is most helpful to represent multiplication situations.
The launch of the activity is an opportunity for students to share their experiences and ask questions about the objects to ensure each student has access to the context. If it is helpful, display images of the items for students to reference.
MLR8 Discussion Supports.
Synthesis: As students describe their representations of the problems, use gestures to emphasize the number of groups and how many are in each group. For example, trace with your finger around each group, and point to each object in each group to show how many there are.
Advances: Listening, Representing
Representation: Access for Perception
. Provide access to connecting cubes. Ask students to identify correspondences between the concrete and visual representation used.
Supports accessibility for: Conceptual Processing
Launch
Groups of 2
Write the list of objects (“teams, earrings, pencils, pieces of glass, carrots”) on a display for all students to see.
“Take a minute to read this list. When you are done, discuss the objects you know or have questions about.”
3 minutes: partner discussion
Share a few responses.
“Now we’re going to represent and solve more problems with equal groups. Take a couple of minutes to begin working on the problems before you work in partners.”
2–3 minutes: independent work time
Activity
“Work with your partner to solve each problem.”
5–7 minutes: partner work
Identify students who use different representations like drawings of equal groups or tape diagrams as they solve the problems.
Student Facing
Solve each problem. Show your thinking using diagrams, symbols, or other representations.
There are 4 soccer fields. Two teams are on each field. How many teams are there altogether?
There are 7 windows. Each window has 2 pieces of glass. How many pieces of glass are there in the windows?
Jada has 5 bags. Each bag has 10 earrings. How many earrings does Jada have?
Kiran has 4 boxes. Each box has 5 pencils in it. How many pencils does Kiran have?
Andre has 3 bags of carrots. Each bag has 10 carrots. How many carrots does Andre have?
Student Response
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Advancing Student Thinking
If students add or subtract instead of multiply to solve the problems, consider asking:
“Tell me about how you solved this problem.”
“How does the problem involve equal groups?”
Activity Synthesis
For each problem, display different representations, one at a time.
“How does this representation help us see what’s happening in the problem?” (You can see there are 4 groups for the fields and 2 dots in each group for the teams. The diagram is split into 5 parts for the 5 bags, and each section has a 10 in it for the number of earrings.)
“How could each representation help us solve the problem?” (Counting the dots. Counting by 10.)
If needed, “What expression could we write to represent this situation?”


aligns: no