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: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
problem_activity: Narrative
The purpose of this activity is for students draw and shade rectangles with a unit fraction side length and a whole number side length. Then they find the areas of the shaded regions. The tactile experience of drawing and shading encourages students to count the number of shaded parts and then either reason about their size or think about moving them to make full unit squares. They also consider a diagram where not all of the unit squares are shown. Students estimate how many of the unit squares are hidden. This helps to highlight that finding the total area can be done with multiplication where one factor is the area of each shaded part and the other factor is the total number of shaded parts (MP7).
Required Materials
Materials to Copy
Grid Paper 5
Launch
Groups of 2
Give students grid paper.
Activity
5–7 minutes: independent work time
5 minutes: partner work time
Monitor for students who:
use the grid structure on the paper to draw their rectangles
count the number of unit squares that might be hidden under the yellow rectangle
Student Facing
Represent each rectangle on grid paper:
\(\frac{1}{2}\)
unit by 1 unit
\(\frac{1}{2}\)
unit by 2 units
\(\frac{1}{2}\)
unit by 3 units
\(\frac{1}{2}\)
unit by 4 units
Find the area of each rectangle that you drew.
What information do you need to find the area of the shaded region?
[IMG]
What might the area of the shaded region be? Explain or show your reasoning.
Student Response
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Advancing Student Thinking
If students do not draw the rectangles correctly, show them the shaded region from the previous activity with side lengths 6 units and
\(\frac{1}{2}\)
unit and ask “How could you adapt this diagram to show a rectangle that is 4 units by
\(\frac{1}{2}\)
unit?”
Activity Synthesis
Display a student generated image of the
\(\frac{1}{2}\)
unit by 4 unit rectangle.
Ask previously selected students to describe how they drew they 4 by
\(\frac{1}{2}\)
rectangle.
Display image from student workbook of the rectangle that is partly covered.
“What do you need to know to determine the area of the shaded region?” (We need to know how many unit squares are under the yellow rectangle.)
“How many unit squares do you think make up the rectangle?” (6 or 7)
“How did you use the number of these unit squares to make an estimate for the shaded region?” (I know that each shaded blue rectangle is
\(\frac{1}{2}\)
of a square so if there are 6 or 7 of those, that would be
\(\frac{6}{2}\)
or
\(\frac{7}{2}\)
square units.)


aligns: yes