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 and represent proportional relationships between quantities.
problem_activity: Warm-up
In this warm-up, students are asked to reason which group of blocks is the bluest and explain how they arrived at that decision. The goal is to prompt students to visualize and articulate different ways they can use ratios, equivalent ratios and proportions to support their reasoning.
Launch
Students in groups of 2. Tell students you will show them five groups of blocks. Their job is to determine which group of blocks is the bluest. Display the image for all to see. Give students 2 minutes of quiet think time. Encourage students who have one way of supporting their decision to think about another way while they wait.
Student Facing
Which group of blocks is the bluest?
[IMG]
Order the groups of blocks from least blue to bluest.
Student Response
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Activity Synthesis
Ask students to share which group of blocks is the bluest and their reasoning. Record and display student explanations for all to see. To involve more students in the conversation, consider asking some of the following questions:
Did anyone choose the same group of blocks but would explain it differently?
Does anyone want to add an observation to the way ____ saw the blocks?
Do you agree or disagree? Why? Ask students to order the groups of blocks from less blue to bluest after deciding on the bluest group of blocks.


aligns: yes