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: Work with 2 × 2 matrices as a transformations of the plane, and interpret the absolute value of the determinant in terms of area.
problem_activity: Narrative
The purpose of this activity is to give students a concrete experience of building the boundary of shapes and quantifying that length of the boundary, allowing them to conceptualize perimeter as a measurable geometric attribute. Students use
\(1\frac{1}{4}\)
-inch paper clips as the units for measuring the distances around four shapes. The reasoning here prepares them to reason about equal-size intervals that can be marked on the sides of a shape to measure its length (as students will see in the next activity).
Required Materials
Materials to Gather
Paper clips
Materials to Copy
What Does It Take to Build the Shapes?
Required Preparation
Each group of 4 needs 25-50 paper clips that are
\(1\frac{1}{4}\)
-inch long each.
If using 1-inch paper clips, use 80% scale when making copies of the blackline masters.
Launch
Groups of 4
Give each group a copy of the blackline master and 25–50 paper clips.
“Make a prediction: Which shape do you think will take the most paper clips to build?”
30 seconds: quiet think time
Poll the class on whether they think shape A, B, C, or D would take the most paper clips to build.
Activity
“Work with your group to find out which shape takes the most paper clips to build. You may need to take turns with the paper clips.”
5–7 minutes: small-group work time
Monitor for students who:
place paper clips one at a time and then count the total
place paper clips one at a time and then add up the numbers on all sides
use multiplication (
\(3 \times 3\)
for B,
\((2 \times 4) + (2 \times 2)\)
for C, or
\((2 \times 6) + 2\)
for D)
use estimation
Student Facing
Your teacher will give you four shapes on paper and some paper clips.
Work with your group to find out which shape takes the most paper clips to build. Explain or show how you know. Record your findings here. Draw sketches if they are helpful.
A
B
C
D
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Activity Synthesis
Select previously identified students to share their responses and strategies for finding the number of paper clips. Record the different strategies for all to see.
“What we have done in this activity is to find the length of the boundary of shapes. The boundary of a flat shape is called its
perimeter
.”
“When we find the distance all the way around a shape, like we did with paper clips, we are measuring its perimeter.”
“To find the length of the perimeter of a shape, we can find the sum of its side lengths.”
“We can say that the perimeter of shape A is 13 paper clips long.”
“When we say ‘find the perimeter,’ we mean find the length of the perimeter.”


aligns: no