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: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
problem_activity: Narrative
The purpose of this True or False is to elicit insights students have about numbers being represented in different ways. The reasoning students do here deepens their understanding of how numbers can be composed and decomposed in different ways using tens and ones.
Launch
Display one statement.
“Give me a signal when you know whether the statement is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each statement.
Student Facing
Decide if each statement is true or false.
Be prepared to explain your reasoning.
\(92 = 90 + 2\)
\(90 + 2 > 80 + 12\)
\(20 + 13 < 30 + 13\)
Student Response
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Activity Synthesis
“How can you determine whether each is true or false without finding the value of each side?”
If needed, ask “How can you use what you know about tens and ones to help you know if it is true or false?” (I can compare the number of tens first, then compare ones.)


aligns: no