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.

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2
standard_description: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
- The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
- The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
- 10 can be thought of as a bundle of ten ones — called a “ten.”
problem_activity: Stage 1: Choose Your Unit
Required Preparation
Materials to Gather
Base-ten blocks
Connecting cubes
Paper clips (2-inch)
Materials to Copy
Blackline Masters
Estimate and Measure Stage 1 Recording Sheet

Narrative
Students choose an object and a familiar unit to measure it with. They estimate the length of the object and then measure to see the actual length to the nearest whole unit.
Variation:
Students may use base-ten cubes and add the length of two objects to practice adding within 100.
Additional Information
Gather or identify objects of various lengths that are less than 20 units (pencils, markers, books, glue, scissors, shoe, tape dispenser, side of desk).


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