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 problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: im_center_000269_pos_0

2
standard_description: Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).
problem_activity: Warm-up
Students reflect on equivalent expressions that represent the area of a shaded rectangle which is part of a larger rectangle of unknown width.
Launch
Allow students 2 minutes of quiet work time, followed by a whole-class discussion.
Student Facing
A rectangle with dimensions 6 cm and
\(w\)
cm is partitioned into two smaller rectangles.
Explain why each of these expressions represents the area, in cm
2
, of the shaded region.
\(6w-24\)
\(6(w-4)\)
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Student Response
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Activity Synthesis
Ask students to share their reasoning.
\(6w-24\)
should be straighforward: the area of the entire rectangle is
\(6w\)
, and the area of the unshaded portion is
\(6 \boldcdot 4\)
or 24, so the area of the shaded portion is
\(6w-24\)
.
Students may have more trouble with
\(6(w-4)\)
. The key is to understand that the longer side of the shaded portion can be represented by
\(w-4\)
.
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aligns: no