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: 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: Problem 1
All of the four quadrants represent the same function but use a different representation. Explain how you know that each of these quadrants represents the same function.
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Problem 2
Describe a characteristic that each of the quadrants shown below does not share with the rest.
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You should have at least one characteristic for each quadrant.
Problem 3
Allison states that the slope of the following equation is 3.
$${3x + 4y = 8}$$
Allison creates a table of values for the equation and is confused when it does not appear that the slope in the table is 3.
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Explain how Allison found the slope from the table.
Explain the mistake Allison made in finding the slope from the equation.
Graph the equation.


aligns: yes