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: Interpret the parameters in a linear or exponential function in terms of a context.
problem_activity: Narrative
In this warm-up, students practice identifying obtuse angles in an image. They may, for instance, rely on the symmetry of the figure or on a grouping strategy, or otherwise scan the figure in a methodical way.
Launch
Groups of 2
“How many angles do you see? How do you see them?”
Display the image.
1 minute: quiet think time
Activity
Display the image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Student Facing
How many angles do you see in the folded paper heart?
[IMG]
Student Response
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Activity Synthesis
“How did you make sure all the angles are accounted for?”(I put a mark through them or numbered them.)
“How many obtuse angles are in this image?” (10)
Label each obtuse angle with reasoning from students.
Consider asking:
“Who can restate in different words the way _____ saw the angles?”
“Did anyone see the angles the same way but would explain it differently?”
“Does anyone want to add an observation to the way _____ saw the angles?”


aligns: no