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: Relate area to the operations of multiplication and addition.
problem_activity: Narrative
This warm-up prompts students to compare four area diagrams that have been decomposed into two areas, each representing a product. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in comparison to one another. During the synthesis, ask students to explain the meaning of any terminology they use, such as side lengths, area, parts, and decompose.
Launch
Groups of 2
Display the image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2–3 minutes: partner discussion
Share and record responses.
Student Facing
Which one doesn’t belong?
A
[IMG]
B
[IMG]
C
[IMG]
D
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“Why didn’t it make sense for the rectangle in C to be split in half?” (Because one part of the rectangle should have been larger than the other because 70 is greater than 28. The part with 28 should have been smaller than the part with 70.)
Consider asking: “Let’s find at least one reason why each one doesn’t belong.”


aligns: yes