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: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
problem_activity: Activity
In previous lessons, data was fit with a linear model, but is not appropriate in all cases. In this activity, students individually sort cards of different scatter plots then discuss with a partner. They then re-sort the cards based on linearity and then again by positive or negative association (MP4).
Launch
Arrange students in groups of 2, and give each student a set of cards. Give 5 minutes of quiet work time for the first question followed by partner discussion. For the final two questions, ask students to take turns sorting the cards by putting one card into one of the categories, then explaining their reasoning for putting it there. After both partners have agreed on the placement of that card, the other partner may repeat these steps to sort one more card. Repeat this process until all cards are sorted.
Tell the students that there is a third category for the last two parts of the activity: neither. It is possible for data to have absolutely no association and appear completely random which would not be a linear association or a non-linear association. It is also possible for data to not have a strictly positive or negative association if, for example, the scatter plot seems to increase and then decrease.
Representation: Internalize Comprehension.
Chunk this task into more manageable parts to differentiate the degree of difficulty or complexity by beginning with fewer cards. For example, give students a subset of the cards to start with and introduce the remaining cards once students have completed their initial set of matches.
Supports accessibility for: Conceptual processing; Organization
Speaking: MLR8 Discussion Supports.
To support students' explanations for sorting the scatter plots in the way they chose, display sentence frames for students to use when they are working with their partner. For example, “I think ____ because _____ .” or “I (agree/disagree) because ______ .”
Design Principle(s): Support sense-making; Optimize output for (explanation)
Student Facing
Your teacher will give you a set of cards. Each card shows a scatter plot.
Sort the cards into categories and describe each category.
Explain the reasoning behind your categories to your partner. Listen to your partner’s reasoning for their categories.
Sort the cards into two categories: positive associations and negative associations. Compare your sorting with your partner’s and discuss any disagreements.
Sort the cards into two categories: linear associations and non-linear associations. Compare your sorting with your partner’s and discuss any disagreements.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
To help clarify the meaning of linear and non-linear associations as well as positive and negative associations, consider asking some of the following questions:
“How did you originally group the cards?”
“Which graphs did you sort into the 'positive association' group?” (F and G)
“Are there any cards that did not fit with either positive or negative association?” (Yes, the points for card A form an arc that first goes up and then down.)
“Which graphs did you sort into the 'linear association' group?” (C and E)
“If a scatter plot has no association at all (neither linear nor non-linear), what might its scatter plot look like?” (A lot of random dots scattered all around the plot with no obvious trend.)


aligns: no