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: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
problem_activity: Activity
If students also use technology to create the tables, they are using appropriate tools strategically (MP5).
Launch
Provide access to graphing technology. Students may need some assistance adjusting their graphing window to see the relevant features of each graph. Either help them set the window before they start to a domain of
\(\text-2 \le x \le 8\)
and range of
\(\text-60 \le y \le 600\)
, or wait until they have attempted to graph at least one function and remind them of what they have learned about changing the graphing window.
Student Facing
Each function represents the amount in a bank account after
\(t\)
weeks.
\(A(t) = 500\)
\(B(t) = 500 + 40t\)
\(C(t) = 500 - 40t\)
\(D(t) = 500 \boldcdot (1.5)^t\)
\(E(t) = 500 \boldcdot (0.75)^t\)
Make a table for each bank account showing the money in the account at 0, 1, 2, and 3 weeks.
Describe in words how the money in the account is changing week by week.
Use technology to create a graph of each function. How can you see your description in each graph?
Student Response
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Activity Synthesis
Focus the discussion on the connection between the equations, descriptions and graphs. Discuss questions such as:
“What do all functions have in common?” (The vertical intercept is 500, each bank account starts with $500)
“How does the money change each week? How do we see this change in the graph?"
“How are
\(B\)
and
\(C\)
the same and different?” (They are the same because they are each linear, and each start with
$
500 and change by
$
40 per week. They are different because B increases and C decreases (or the rate of change is positive versus negative.)
“How are
\(D\)
and
\(E\)
the same and different?” (They are the same because they are each exponential, and each start with
$
500. They are different because
\(D\)
increases and
\(E\)
decreases (or the growth factor is greater than 1 versus less than 1.))


aligns: yes