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

shot_info: im_center_000269_neg_0

2
standard_description: Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.
problem_activity: Activity
The purpose of this activity is for students to use the four operations on rational numbers solve real-world problems. Monitor for students who solved the problem using different representations and approaches.
Launch
Arrange students in groups of 2–4. Given them 4 minutes of quiet work time, followed by small group and then whole-class discussion.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Invite students to talk about their ideas with a partner before writing them down. Display sentence frames to support students when they explain their strategy. For example, “First, I _____ because _____. Then, I…,” “I noticed _____ so I…” and “I tried _____ and what happened was…”
Supports accessibility for: Language; Social-emotional skills
Reading: MLR6 Three Reads.
Use this routine to support reading comprehension of this word problem, without solving it for students. In the first read, students read the problem with the goal of comprehending the situation (e.g., A utility company charges for energy use.). In the second read, ask students to identify the quantities and relationships, without focusing on specific values. Listen for, and amplify, the quantities that vary in relation to each other in this situation: electricity used, in kilowatt-hours; amount spent on electricity used, in dollars; electricity generated and not used, in kilowatt-hours; amount credited for electricity generated and not used, in dollars. Invite students to draw a diagram to represent the relationships among these quantities. After the third read, ask students to brainstorm possible strategies to answer the questions. This helps students connect the language in the word problem and the reasoning needed to solve the problem, maintaining the intended level of cognitive demand in the task.
Design Principle(s): Support sense-making​
Student Facing
A utility company charges
$
0.12 per kilowatt-hour for energy a customer uses. They give a credit of
$
0.025 for every kilowatt-hour of electricity a customer with a solar panel generates that they don't use themselves.
A customer has a charge of
$
82.04 and a credit of -
$
4.10 on this month's bill.
What is the amount due this month?
How many kilowatt-hours did they use?
How many kilowatt-hours did they generate that they didn't use themselves?
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?
Find the value of the expression without a calculator.
\((2)(\text-30)+(\text-3)(\text-20)+(\text-6)(\text-10) -(2)(3)(10)\)
Write an expression that uses addition, subtraction, multiplication, and division and only negative numbers that has the same value.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Select students to share their solution. Help them make connections between different solution approaches.


aligns: no