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: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
problem_activity: Optional activity
The purpose of this activity is for students to create their own stained-glass design for a given amount of money. The activity is purposefully left open to allow students to either tweak the previous design or create something completely new.
As students work, monitor and select students who either tweaked a previous design or created a new, interesting design to share during the whole-group discussion.
Launch
Students in same groups.  Remind students to include whole or partial circles in their designs.
Student Facing
Draw a stained-glass window design that could be made for less than
$
450. Show your thinking. Organize your work so it can be followed by others.
Student Response
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Anticipated Misconceptions
Some students may think they need to create a new design and struggle getting started. Point these students to the designs in previous activities and ask how they could modify these designs to meet the cost requirement.
Activity Synthesis
Display students’ designs for all to see and ask students to explain how they knew their design met the cost requirement. Allow other students to ask questions of the student who is sharing their design.
Speaking, Listening: MLR7 Compare and Connect.
As students prepare their stained-glass window designs, look for students with different solution methods. As students investigate each other’s work, ask students to share what worked well in a particular approach. During this discussion, listen for and amplify any comments about what might make the calculation of the cost more precise. Then encourage students to make connections between the quantities used to calculate the cost of the glass and the circles in the stained-glass window design. During this discussion, listen for and amplify language students use to interpret quantities as the total area of the whole or partial circles in their design. This will foster students’ meta-awareness and support constructive conversations as they compare strategies for calculating the cost of a stained-glass window and make connections between quantities and the area of circles.
Design Principle(s): Cultivate conversation; Maximize meta-awareness


aligns: no