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: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = �� ÷ 3, 6 × 6 = ?.
problem_activity: Narrative
The purpose of this activity is for students to write equations for multiplication situations and diagrams using a symbol for the unknown number. When students write an equation to represent a situation, including a symbol for the unknown number, they model a situation with mathematics (MP4).
Students find an unknown factor or unknown product in multiplication problems. In this task, the unknown factor diagrams and situations only include the “how many groups” problem type and the factors 2, 5, and 10. This sets students up to skip-count to find the unknown number.
This problem type will be revisited extensively in future lessons and will be related to division. It is not necessary to make the connection to division now. In the synthesis students explain how the equations they wrote represent the diagram or situation.
Representation: Internalize Comprehension.
Synthesis: Invite students to identify which details were important or most useful to pay attention to. Display the sentence frame, “The next time I write an equation with an unknown number, I will . . . .“
Supports accessibility for: Visual-Spatial Processing
Launch
Groups of 2
Activity
“Now you will practice writing your own equations with a symbol for the unknown.”
2–3 minutes: independent work time
“Share your equations with your partner. Discuss how you know each equation matches the diagram or situation.”
2–3 minutes: partner discussion
Have a whole-class discussion focused on how the equations match the different representations.
Consider asking:
“How did you use the representations to write an equation with a symbol for the unknown?” (I looked for what was missing in the diagram. I thought about the situation to figure out if it was the number in each group, the number of groups, or the total that was missing.)
“Now find the missing number in each equation and write a new equation that includes the solution.”
3–5 minutes: partner work time
Student Facing
Write an equation to represent each diagram or situation. Use a symbol for the unknown. Be prepared to share your reasoning.
Find the number that makes each equation true. Rewrite the equation with the solution.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "width:54%"}, "_value": "diagram or situation"}, {"_attributes": {"scope": "col", "style": "width:23%"}, "_value": "equation with symbol"}, {"_attributes": {"scope": "col", "style": "width:23%"}, "_value": "equation with solution"}]}]}], "tbody": [{"tr": [{"td": [{"div": [{"_attributes": {"class": ["imgrid"]}, "div": [{"_attributes": {"class": ["g--row", "g--row-1"]}, "div": [{"_attributes": {"class": ["g--col-1", "g--column", "g--content", "g--full", "g--row-1"]}, "figure": [{"_attributes": {"class": ["embedded-content", "embedded-content-tikz-file", "embedded-content-image"], "data-embedder-target": "web", "data-record-id": "152934", "data-record-model": "TikzFile"}, "span": [{"_attributes": {"class": ["c-figure__label"]}}], "img": [{"_attributes": {"alt": "Diagram. 2 parts. 1 part labeled 5 and other part blank. Total length, 35.", "role": "image", "src": "https://cms-im.s3.amazonaws.com/gf3w2hjep7il38vg6usxrnj0zj9v?response-content-disposition=attachment%3B%20filename%3D%22tikz-file-152934.svg%22%3B%20filename%2A%3DUTF-8%27%27tikz-file-152934.svg&response-content-type=image%2Fsvg%2Bxml&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAXQCCIHWF3XOEFOW4%2F20240208%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20240208T163829Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=e5ec58d09b006a5b2fe4be0a8c6e1be79921b2ef4899756a6a2fb56b666e8275"}}], "figcaption": [{"_attributes": {"class": ["c-figcaption"]}}]}]}]}]}]}, {}, {}]}, {"td": [{"p": [{"_value": "Jada has some packs of sports cards. Each pack has 5 cards. If Jada has 45 cards, how many packs of cards does she have?"}]}, {}, {}]}, {"td": [{"div": [{"_attributes": {"class": ["imgrid"]}, "div": [{"_attributes": {"class": ["g--row", "g--row-1"]}, "div": [{"_attributes": {"class": ["g--col-1", "g--column", "g--content", "g--full", "g--row-1"]}, "figure": [{"_attributes": {"class": ["embedded-content", "embedded-content-tikz-file", "embedded-content-image"], "data-embedder-target": "web", "data-record-id": "148281", "data-record-model": "TikzFile"}, "span": [{"_attributes": {"class": ["c-figure__label"]}}], "img": [{"_attributes": {"alt": "Diagram. A rectangle split into 5 parts, each labeled 2. Total length, question mark.", "role": "image", "src": "https://cms-im.s3.amazonaws.com/clhjdxlivcrwuhnz8p74h3wdr0sr?response-content-disposition=attachment%3B%20filename%3D%22tikz-file-148281.svg%22%3B%20filename%2A%3DUTF-8%27%27tikz-file-148281.svg&response-content-type=image%2Fsvg%2Bxml&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAXQCCIHWF3XOEFOW4%2F20240208%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20240208T163829Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=d838c3f51f69439465afa72015e1148ef93bd40389ba4d8f653044f160e7cc19"}}], "figcaption": [{"_attributes": {"class": ["c-figcaption"]}}]}]}]}]}]}, {}, {}]}, {"td": [{"div": [{"_attributes": {"class": ["imgrid"]}, "div": [{"_attributes": {"class": ["g--row", "g--row-1"]}, "div": [{"_attributes": {"class": ["g--col-1", "g--column", "g--content", "g--full", "g--row-1"]}, "figure": [{"_attributes": {"class": ["embedded-content", "embedded-content-tikz-file", "embedded-content-image"], "data-embedder-target": "web", "data-record-id": "148282", "data-record-model": "TikzFile"}, "span": [{"_attributes": {"class": ["c-figure__label"]}}], "img": [{"_attributes": {"alt": "Diagram. 2 parts. 1 part labeled 5 and other part blank. Total length, 30.", "role": "image", "src": "https://cms-im.s3.amazonaws.com/jg4dxs24ozz1huvon7s4enxj1zdl?response-content-disposition=attachment%3B%20filename%3D%22tikz-file-148282.svg%22%3B%20filename%2A%3DUTF-8%27%27tikz-file-148282.svg&response-content-type=image%2Fsvg%2Bxml&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAXQCCIHWF3XOEFOW4%2F20240208%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20240208T163829Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=8cf7dafc0a1b5a31eead8875981bb2db673480a12c4a842012b6e72effafc408"}}], "figcaption": [{"_attributes": {"class": ["c-figcaption"]}}]}]}]}]}]}, {}, {}]}, {"td": [{"_value": "The school has 6 bags. Each bag has 10 basketballs in it. How many basketballs does the school have?"}, {}, {}]}]}]}]}
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students write an equation without a symbol for the unknown number, consider asking:
“How does your equation represent the diagram (or situation)?”
“How could you show the number that was unknown with a symbol?”
Activity Synthesis
“What strategies did you use to find the unknown numbers?” (I counted by 2 to get the total. I counted by different numbers until I found a number that gave me the product.)
“How did each equation change as you found the unknown number?” (The symbol was replaced with the number.)


aligns: yes