few_shots: 
Example:
Concept/skill: 
Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

Problem/activity:
Problem 1
The table below contains single equations in a single variable, single equations in two variables, and pairs of simultaneous equations in two variables. Check the appropriate box to show whether there is no solution, exactly 1 solution, or if there is an infinite number of solutions.
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Problem 2
Kim has a small container and a large container as shown.
[IMG]
It takes 16 of the small containers to fill the large container. Three small containers leave 1.95 gallons of space in the big container.
What is the size of each of the two containers?


Answer: 
No. Completing neither of these problems requires replacing one equation by the sum of that equation and a multiple of the other equation.

Now, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

shot_info: fl_problem_001392_neg_0

8
standard_description: 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: Narrative
In this activity, students solve addition problems using money based on the Pattern Block Puzzles they sketched in the last activity.
The launch of the activity is an opportunity for students to reason which of the two designs will cost more before they complete any computations.
MLR7 Compare and Connect.
Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “Did anyone solve the problem the same way, but would explain it differently?”, “What did the representations have in common?”, “How were they different?”
Advances: Representing, Conversing
Launch
Groups of 2
“At the Pattern Block Store, each pattern block shape has a different price.”
Display the price list.
“Which of the two puzzles that you sketched do you think will cost more to make? Puzzle 1 or 2?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Activity
“Use the price list to figure out how much your two puzzles would cost.”
5 minutes: independent work time
5 minutes: partner discussion
As students work, look for different addition strategies. Monitor for students who:
add like quantities first
add bigger or smaller coins first
add some coins mentally
Student Facing
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How much would the two puzzles you sketched cost at the Pattern Block Store? Show or explain your reasoning.
Puzzle 1:
Puzzle 2:
Student Response
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Activity Synthesis
Invite previously selected students to share.
“Is it possible to redesign the puzzle to save more money?” (Yes, I can switch a blue rhombus with two triangles.)


aligns: yes