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: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
problem_activity: Activity
This activity continues the work of using a balanced hanger to develop strategies for solving equations. Students are presented with balanced hangers and are asked to write equations that represent them. They are then asked to explain how to use the diagrams, and then the equations, to reason about a solution. Students notice the structure of equations and diagrams and find correspondences between them and between solution strategies.
Launch
Draw students’ attention to the diagrams in the task statement. Ensure they notice that the hangers are balanced and that each object is labeled with its weight. Some weights are labeled with numbers but some are unknown, so they are labeled with a variable.
Keep students in the same groups. Give 5–10 minutes of quiet work time and time to share their responses with a partner, followed by a whole-class discussion.
Student Facing
Here are some balanced hangers where each piece is labeled with its weight. For each diagram:
Write an equation.
Explain how to figure out the weight of a piece labeled with a letter by reasoning about the diagram.
Explain how to figure out the weight of a piece labeled with a letter by reasoning about the equation.
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Student Response
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Activity Synthesis
Invite students to demonstrate, side by side, how they reasoned with both the diagram and the equation. For example, diagram A can be shown next to the equation
\(7=3x+1\)
. Cross out a piece representing 1 from each side, and write
\(7-1=3x+1-1\)
, followed by
\(6=3x\)
. Encircle 3 equal groups on each side, and write
\(6 \div 3 = 3x \div 3\)
, followed by
\(2=x\)
. Repeat for as many diagrams as time allows. If diagrams A and B did not present much of a challenge for students, spend most of the time on diagrams C and D.
We want students to walk away with two things:
An instant recognition of the structure of equations of the form
\(px+q=r\)
where
\(p\)
,
\(q\)
, and
\(r\)
are specific, given numbers.
A visual representation in their minds that can be used to support understanding of why for equations of this type, you can subtract
\(q\)
from each side and then divide each side by
\(p\)
to find the solution.
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. Include the following terms and maintain the display for reference throughout the unit: hanger diagram. For example, display an example of a balanced hanger. With class participation, create step-by-step instructions on how to write and solve an equation based on the hanger.
Supports accessibility for: Memory; Language
Representing, Speaking: MLR8 Discussion Supports.
To invite participation in the whole-class discussion, use sentence frames to support students’ explanations for how they found the weights by reasoning about the hangers and equations. For example, provide the frame “First, I ___ because . . .”, “Then I ___ because . . . ." Be sure to verbalize and amplify mathematical language in the students’ explanations (e.g., “subtracting the constant”, and “dividing by the coefficient”). This will help students explain their reasoning with the diagram and the equation.
Design Principle(s): Optimize output (for explanation); Cultivate conversation


aligns: no