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: Rewrite expressions involving radicals and rational exponents using the properties of exponents.
problem_activity: Task
Megan is working solving the equation $$\frac{2}{x^2-1} - \frac{1}{x-1} = \frac{1}{x+1}.$$ She says
If I clear the denominators I find that the only solution is $x = 1$ but when I substitute in $x = 1$ the equation does not make any sense.
Is Megan's work correct?
Why does Megan's method produce an $x$ value that does not solve the equation?


aligns: no