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: Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger.
problem_activity: Optional activity
This activity gives students an opportunity to interpret the graph of a line in context, including the meaning of a negative slope and the meaning of the horizontal and vertical intercepts.
Launch
3 minutes of quiet work time, followed by 2 minutes to confer in small groups to verify answers.
Reading: MLR6 Three Reads.
Use this routine for Elena’s situation to support reading comprehension for students. In the first read, students read the problem with the goal of comprehending the situation (e.g., Elena is paying back her brother every week.). In the second read, ask students to look for quantities represented in the graph (e.g., at week 0, Elena owes him
$
18; at 6 weeks, she has paid him back completely). In the third read, ask students to brainstorm possible strategies to answer the question: “What is the slope of the line and what does it represent?” This will help students reflect on the situation and interpret the slope in the given context.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
Elena borrowed some money from her brother. She pays him back by giving him the same amount every week. The graph shows how much she owes after each week.
[IMG]
Answer and explain your reasoning for each question.
What is the slope of the line?
Explain how you know whether the slope is positive or negative.
What does the slope represent in this situation?
How much did Elena borrow?
How much time will it take for Elena to pay back all the money she borrowed?
Student Response
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Anticipated Misconceptions
Students may interpret money owed as negative. In this setup, the axis is labeled so that money owed is treated as positive.
Activity Synthesis
Ask students to share answers to each question and indicate how to use the graph to find the answers. For example, draw a slope triangle for the first question: the slope is -3 rather than 3, because the number of dollars owed is decreasing over time. Label the vertical intercept for the amount Elena borrowed and the horizontal intercept for the time it took her to pay back the loan.


aligns: no