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

shot_info: im_center_000269_pos_0

2
standard_description: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) ^( )Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
problem_activity: Narrative
The purpose of this activity is for students to relate drawings of equal groups to arrays. Specifically, students look for arrays that have the same number of objects in each row or column as each drawing has in each group. In some arrays, the equal groups in the drawing are represented as rows, and in some, they are represented in columns. Students have the opportunity to explain the connections they see between the drawings and arrays, receive feedback from their peers, and revise their explanation for precision and clarity (MP3, MP6). This will be useful in future lessons when students record multiplication expressions and equations to represent arrays.
This activity uses
MLR1 Stronger and Clearer Each Time
. Advances: reading, writing.
Engagement: Develop Effort and Persistence.
Chunk this task into more manageable parts. Give students a subset of the cards to start with and introduce the remaining cards once students have completed their initial set of matches.
Supports accessibility for: Attention, Organization
Required Materials
Materials to Copy
Card Sort Arrays
Required Preparation
Create a set of cards from the blackline master for each group of 2 or 4 students.
Launch
Groups of 2 or 4
Distribute one set of pre-cut cards to each group of students.
Activity
“This set of cards includes drawings of equal groups and arrays. Match each drawing to an array. Work with your partner to justify your choices.”
8 minutes: partner work time
“Independently choose a match you and your partner made. Write down how you know that the drawing matches the array.”
2 minutes: independent work time
MLR1 Stronger and Clearer Each Time
“Share your response to why your cards match with your partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
3–5 minutes: structured partner discussion
Repeat with 2–3 different partners.
“Revise your initial draft based on the feedback you got from your partners.”
2–3 minutes: independent work time
Student Facing
Match the drawings of equal groups and arrays that are alike. Be prepared to explain your reasoning.
[IMG]
Choose a match you and your partner made. Write down how you know the drawing matches the array.
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
Have 2-3 students share the matches they made and describe how they know those cards go together.
“Did your group agree on the matches? What did you look for to decide two cards were matches?” (Yes, we looked for equal groups that had the same number of dots in a group as one of the rows in the array.)
Listen for language students use to describe their matches and the structure of the arrays. As needed, ask:
“What do you mean by _____?”
“What else could we call _____?”
“How could you use ‘equal groups’ to explain your match?”
Highlight the use of terms like row, column, and equal groups.


aligns: no