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: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
problem_activity: Activity
In this first part of the project, students make sense of the task at hand and determine what they need to know and do to find the most economical shipping box combination. Students should recognize that they will need to:
Find out the measurements of the jewelry boxes and shipping boxes, as well as the costs for mailing a shipping box of each size. Asking students to find out this information themselves will increase the modeling demand (MP4).
Decide on an orientation for the jewelry boxes inside each shipping box and calculate how many jewelry boxes will fit with that particular orientation.
Test out different orientations and how they affect the number of jewelry boxes to be fitted and the cost.
Students may want to think of a strategy for considering different configurations efficiently, rather than testing all of them, which would be time consuming and repetitive. As students make plans to try out different jewelry box orientations and associated calculations, encourage them to work systematically to minimize omissions and errors. Urge students to create drawings or models of the boxes to show the calculations they will need to make.
Consider supporting students by discussing the different orientations of jewelry boxes in a shipping box (Which orientations are possible? How much empty space would result?) and possible ways to use drawings or diagrams to show the arrangements of jewelry boxes.
Launch
Give students 1–2 minutes to read the task statement individually and to ask any clarifying questions. Demonstrate the idea of the task by putting a small box inside a larger box in different orientations. Consider displaying USPS flat-rate boxes, or an image of each of the boxes.
Arrange students in groups of 4. Give students 5 minutes of quiet think time to brainstorm about what information is needed to solve this task and share to it with their group. Give another 5 minutes to plan in groups, followed by time to measure boxes or research box options and dimensions for themselves. Provide access to measuring tools.
USPS flat-rate information:
Small box:
\(5\frac38\)
inches by
\(8\frac58\)
inches by
\(1\frac58\)
inches. Cost:
$
6.80.
Medium box 1:
\(11\)
inches by
\(8\frac12\)
inches by
\( 5\frac12\)
inches. Cost:
$
13.45.
Medium box 2:
\(11\frac78\)
inches by
\(3\frac38\)
inches by
\( 13\frac58\)
inches. Cost:
$
13.45.
Large box:
\(12\)
inches by
\( 12 \)
inches by
\( 5\frac12\)
inches. Cost:
$
18.75.
Reading, Speaking, Representing: MLR6 Three Reads.
Use this routine to orient students to the context of the problem. In the first read, students read the problem with the goal of comprehending the situation (an artist is packing jewelry boxes to ship to a store.). Clarify any unknown language, such as a “flat-rate” box or shipping rates, as needed. For the second read, ask students to identify the quantities and mathematical relationships (number of necklaces ordered, the dimensions of the jewelry box). After the final read, ask students to brainstorm possible strategies they may use to solve the problem.
Design Principle(s): Support sense-making
Student Facing
An artist makes necklaces. She packs each necklace in a small jewelry box that is
\(1\frac34\)
inches by
\(2\frac14\)
inches by
\(\frac34\)
inch.
A department store ordered 270 necklaces. The artist plans to ship the necklaces to the department store using flat-rate shipping boxes from the post office.
Consider the problem: Which of the flat-rate boxes should she use to minimize her shipping cost?
What other information would you need to be able to solve the problem?
Discuss this information with your group. Make a plan for using this information to find the most inexpensive way to ship the jewelry boxes. Once you have agreed on a plan, write down the main steps.
Student Response
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Activity Synthesis
Reconvene as a class before continuing with the next part. Ask each group to share a couple of specific steps they have taken toward answering the question and a couple of steps they plan on taking to move forward. Highlight any ideas students might have about making the problem-solving process more efficient and systematic. If not already mentioned by students, suggest that each group divide up the calculations to be done so each person is responsible for one shipping box.


aligns: yes