few_shots: 
Example:
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?

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: 
Yes. In this activity, students write word problems that compare coin amounts.

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_pos_0

2
standard_description: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
problem_activity: Problem 1
Four sequences are shown below. Which one does not belong and why?
|  $${4, 8, 12, 16, 20 ...}$$  |    $${50, 46, 42, 38, 34, ...}$$    |
|------------------------------|-------------------------------------|
| $${1, 4, 16, 64, 216, ...}$$ | $${1600, 400, 100, 25, 12.5, ...}$$ |
Problem 2
Complete each sequence by filling in the missing terms. Then identify each sequence as arithmetic or geometric and name the common difference or common ratio.
a.
$${-2}$$
,
$$4$$
, ___, ___, ___,
$${28}$$
, ...
b.
$${{1\over2}}$$
, ___, ___,
$$4$$
,
$$8$$
, ___, …
c.
$$5$$
, ___, ___, ___,
$${2{1\over3}}$$
,
$${1{2\over3}}$$
, ...
d.   ___,
$$3$$
,
$${-9}$$
, ___,
$$-81$$
, ___, …
Problem 3
Write a recursive formula for each sequence.
a.
$${11, \space14,\space 17,\space 20,\space 23, …}$$
b.
$${{1\over9},\space {1\over3},\space1,\space 3,\space 9,\space …}$$
c.
$${32,\space 16,\space 8,\space 4,\space 2,\space …}$$


aligns: yes