few_shots: 
Example:
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.

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.

Answer: 
No. This activity does not involve addition or subtraction, or unknowns in different positions of equations or drawings.

Now, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: im_center_000269_neg_0

2
standard_description: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
problem_activity: Task
The official diameter of a tennis ball, as defined by the International Tennis Federation, is at least 2.575 inches and at most 2.700 inches. Tennis balls are sold in cylindrical containers that contain three balls each. To model the container and the balls in it, we will assume that the balls are 2.7 inches in diameter and that the container is a cylinder the interior of which measures 2.7 inches in diameter and $3 \times 2.7 = 8.1$ inches high.
[IMG]
Lying on its side, the container passes through an X-ray scanner in an airport. If the material of the container is opaque to X-rays, what outline will appear?  With what dimensinos?
If the material of the container is partially opaque to X-rays and the material of the balls is completely opaque to X-rays, what will the outline look like (still assuming the can is lying on its side)?
The central axis of the container is a line that passes through the centers of the top and bottom. If one cuts the container and balls by a plane passing through the central axis, what does the intersection of the plane with the container and balls look like? (The intersection is also called a cross section. Imagine putting the cut surface on an ink pad and then stamping a piece of paper. The stamped image is a picture of the intersection.)
If the can is cut by a plane parallel to the central axis, but at a distance of 1 inch from the axis, what will the intersection of this plane with the container and balls look like?
If the can is cut by a plane parallel to one end of the can—a horizontal plane—what are the possible appearances of the intersections?
A cross-section by a horizontal plane at a height of $1.35 + w$ inches from the bottom is made, with $0 \lt w \lt 1.35$ (so the bottom ball is cut). What is the area of the portion of the cross section inside the container but outside the tennis ball?
Suppose the can is cut by a plane parallel to the central axis but at a distance of $w$ inches from the axis ($0\lt w\lt 1.35$). What fractional part of the cross section of the container is inside of a tennis ball?


aligns: yes