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: 
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¬¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Answer: 
Yes. In this activity, students write word problems that compare coin amounts.

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_pos_0

2
standard_description: Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
problem_activity: Optional activity
In this activity, students explore percentages that describe parts of a whole. They find both
\(B\)
and
\(C\)
, where
\(A\%\)
of
\(B\)
is
\(C\)
, in the context of available and consumed water on a hike.
Students who use a double number line may notice that the value of
\(B\)
is the same in both questions, so the same double number line can be used to solve both parts of the problem. To solve the second question, however, the diagram needs to be partitioned with more tick marks.
As in the previous task, students may solve using other strategies, including by simply multiplying or dividing, i.e.,
\((1.5) \boldcdot 2 = 3.0\)
and
\(\frac{80}{100} \boldcdot (3.0) = 2.4\)
. Encourage them to also explain their reasoning with a double number line, table, or tape diagram. Monitor for at least one student using each of these representations.
Launch
Give students quiet think time to complete the activity and then time to share their explanation with a partner. Follow with a whole-class discussion.
Student Facing
During the first part of a hike, Andre drank 1.5 liters of the water he brought.
If this is 50% of the water he brought, how much water did he bring?
If he drank 80% of his water on his entire hike, how much did he drink?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Decide if each scenario is possible.
Andre plans to bring his dog on his next hike, along with 150% as much water as he brought on this hike.
Andre plans to drink 150% of the water he brought on his hike.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
After students create a double number line diagram with tick marks at 50% and 100%, some may struggle to know how to fit 80% in between. Encourage them to draw and label tick marks at 10% increments or work with a table instead. Some students may think that the second question is asking for the amount of water Andre drank on the second part of the hike. Clarify that it is asking for his total water consumption on the entire hike.
Activity Synthesis
Select 1–2 students who used a double number line, a table of equivalent ratios, and a tape diagram to share their strategies. As students explain, illustrate and display those representations for all to see.
Ask students how they knew what 100% means in the context. At this point it is not necessary for students to formally conceptualize the two ways percentages are used (to describe parts of whole, and to describe comparative relationships). Drawing their attention to concrete and contextualized examples of both, however, serves to build this understanding intuitively.
Reading, Writing, Speaking: MLR3 Clarify, Critique, Correct.
Before students share their answers for the second question, present an incorrect answer and explanation. For example, “If Andre drank 80% of his water on his entire hike, then he drank 1.2 liters of water because 0.8 times 1.5 liters is 1.2 liters.” Ask students to identify the error, critique the reasoning, and write a correct explanation. As students discuss in partners, listen for students who identify and clarify the assumption in the statement. For example, the author assumed that Andre brought 1.5 liters for his entire hike; however, the problem states that Andre drank 1.5 liters of the water he brought. This will remind students to carefully identify the quantity they are finding a percentage of.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness


aligns: no