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: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
problem_activity: Narrative
The purpose of this activity is for students to think of questions that can be answered using the data representation they create as they collect data from the class. Although there are two different sets of data, all of the questions students ask should be able to be answered using either data set. Questions are compiled during the synthesis and will be used in the following activity.
If necessary, use the provided blackline master instead of collecting data from the class. Cut the blackline master in half and give half the class data from Group A and the other half data from Group B.
Required Materials
Materials to Copy
Favorite Special Class Data
Launch
Groups of 2
“We are going to take another survey and ask questions about the data.”
Decide on a survey question the class would like to answer and three possible responses.
“Record the title of the data representation and each category.”
Demonstrate recording the titles.
Divide the class into Group A and Group B. Each partnership should have one person from each group.
“Group A is going to take the survey first. If you are in Group B, record the data in your book as I record it for all to see.”
Ask students in Group A the survey question and record the data on the table using tally marks and numbers.
“Now Group B is going to take the survey and Group A will record the data.”
Ask students in Group B the survey question and record the data on the table using tally marks and numbers.
Activity
“Now, think of as many questions as you can that can be answered using your data representation. Record your questions in your book if you would like.”
5 minutes: independent work time
Student Facing
Our favorite __________________________________________________
| category 1                     \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | category 2                     \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | category 3                     \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
|-------------------------------------------------------------------------------|-------------------------------------------------------------------------------|-------------------------------------------------------------------------------|
|                \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\)                 |                                                                               |                                                                               |
Student Response
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Advancing Student Thinking
If students make statements instead of questions, consider asking:
“What is the question you want your partner to answer?”
“How could you finish this question, ‘How many students chose _____?’”
Activity Synthesis
Share and record the students’ questions about their data.
“Now we will ask our partner some of these questions.”


aligns: no