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, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

shot_info: im_center_000269_neg_0

2
standard_description: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for subtracting numbers within 1,000. These understandings help students develop fluency and will be helpful as students relate subtraction algorithms to strategies they have used to subtract within 1,000.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(50 - 10\)
\(58 - 10\)
\(258 - 20\)
\(258 - 24\)
Student Response
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Activity Synthesis
“How was place value helpful as you subtracted these numbers?” (When we were subtracting 10, only the tens place changed. For the last expression we were able to subtract the tens, then the ones.)
Consider asking:
“Who can restate _____'s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone approach the problem in a different way?”
“Does anyone want to add on to _____’s strategy?”


aligns: no