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: Add up to four two-digit numbers using strategies based on place value and properties of operations.
problem_activity: Narrative
The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see.
When students notice that dots are being added on with each image, they look for and make use of structure (MP7).
Launch
Groups of 2
“How many do you see? How do you see them?”
Flash image.
30 seconds: quiet think time
Activity
Display image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Repeat for each image.
Student Facing
How many do you see?
How do you see them?
[IMG]
[IMG]
[IMG]
[IMG]
Student Response
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Activity Synthesis
Display the first and third images.
“What changed from the first group of dots to the third group of dots.” (2 more dots were added.)
“The third group has 4 dots and 2 more dots. We can write that as ‘4 and 2’ or ‘
\(4 + 2\)
’.”


aligns: no