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: Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
problem_activity: Narrative
In this warm-up, students practice estimating a reasonable angle measurement based on their knowledge of angles so far and their familiarity with clocks. Later in the unit, students will take a closer look at the angles in an analog clock and apply their understanding of angles to solve more sophisticated problems.
Launch
Groups of 2
Display the image.
“What is an estimate that’s too high? Too low? About right?”
1 minute: quiet think time
Activity
1 minute: partner discussion
Record responses.
Draw an arc to show the clockwise turn of the minute hand from the hour hand (label the
\(143^\circ\)
measurement with an arc).
“Your estimate should show the size of this angle in degrees. If you need to, revise your estimates.”
As needed, record any revisions.
Student Facing
How many degrees is the angle formed by the long hand and the short hand of the clock?
[IMG]
Make an estimate that is:
{"table": [{"_attributes": {"border": "1"}, "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too low"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "about right"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too high"}]}]}, {"tr": [{"td": [{"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}]}]}]}]}
Student Response
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Activity Synthesis
Consider asking:
“Is anyone’s estimate less than _____? Is anyone’s estimate greater than _____?”
“How did you go about making an estimate? How did you know that _____ must be too low and _____ must be too high?”
“Based on this discussion does anyone want to revise their estimate?”
Consider revealing the actual measurement:
\(143^\circ\)
.


aligns: no