few_shots: 
Example:
Problem/activity:
Stage 1: Money
 Required Preparation
 Materials to Copy
 Blackline Masters
 Would You Rather Stage 1 Spinner
 Would You Rather Stage 1 Recording Sheet
 
 Narrative
 The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.

Concept/skill: 
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Answer: 
No. This activity does not involve addition or subtraction, or unknowns in different positions of equations or drawings.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: im_center_000269_neg_0

2
standard_description: Use the relation i^(2) = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
problem_activity: Below is a graph of the height of a toy rocket over time. This is modeled by a quadratic function.
[IMG]
Describe the features of the function in terms of the intercepts, intervals where the function is increasing/decreasing, and intervals where the rate of change is constant/increasing/decreasing. Describe what each of these features means in the context of the problem.


aligns: no