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: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
problem_activity: Narrative
The purpose of this activity is for students to begin to distinguish rectangles from other shapes. By working with variants and non-examples of rectangles, students begin to develop their understanding of what makes a shape a rectangle. When they discuss which group a shape should be placed in, students informally describe the attributes of the shape.
MLR8 Discussion Supports.
Students should take turns finding a match and explaining their reasoning to their partner. Display the following sentence frames for all to see: “I noticed _____, so I matched . . . .” Encourage students to challenge each other when they disagree.
Advances Conversing, Listening
Required Materials
Materials to Copy
Rectangle Sort Cards
Required Preparation
Cut out rectangle cards from the blackline master. Each group of 4 needs 1 set of cards.
Launch
Groups of 4
Give each group a set of cards.
Draw or display a rectangle:
[IMG]
“Tell your partner two things you know about this shape.” (There are 4 sides. It looks like a door. It is a rectangle. It is long and flat.)
30 seconds: quiet think time
30 seconds: partner discussion
Share and record responses.
If needed, ask “What is the name of this shape?”
30 seconds: quiet think time
“This shape is a
rectangle
.”
Activity
“Work with your group to sort the shapes into two groups. Put the shapes that are rectangles on the left side of your page. Put the shapes that are not rectangles on the right side of your page. When you place a shape, tell your group why you think the shape belongs in that group.”
4 minutes: small-group work time
“Write a number to show how many shapes are in each group.”
1 minute: independent work time
“Which group has fewer shapes? How do you know?”
30 seconds: quiet think time
30 seconds: partner discussion
Student Facing
Let’s put the shapes into 2 groups.
Rectangle
[IMG]
[IMG]
[IMG]
Not a Rectangle
[IMG]
[IMG]
Student Response
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Advancing Student Thinking
If students put shapes other than rectangles into the group of rectangles, consider asking:
“How did you choose which group to put this shape in?”
“What is alike, or the same, about all of the shapes in this group?”
Activity Synthesis
Invite 1–2 groups to share how they sorted the shapes.
Draw or display a square:
[IMG]
“Which group did you put this shape in?” (We put it with the rectangles because it has 4 sides. We didn’t put it with the rectangles because it is a square.)
“This shape is a
square
, which is a special rectangle because all four sides are the same length.”


aligns: no