few_shots: 
Example:
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.

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.

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: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^(1/3) to be the cube root of 5 because we want (5^(1/3))^(3) = 5(^(1/3))^(3) to hold, so (5^(1/3))^(3) must equal 5.
problem_activity: Warm-up
This Math Talk encourages students to think about exponent rules and to rely on properties of exponents to mentally solve problems. The understandings elicited here will be helpful later in the lesson when students use graphs to approximate the value of
\(2^x\)
for various negative rational exponents.
The final question is the first time students see an exponent that is a negative fraction. To use their prior knowledge to evaluate this expression, students need to look for and make use of structure (MP7).
Launch
Display one problem at a time. Give students quiet think time for each problem and ask them to give a signal when they have an answer and a strategy. Keep all problems displayed throughout the talk. Follow with a whole-class discussion.
Representation: Internalize Comprehension.
To support working memory, provide students with sticky notes or mini whiteboards.
Supports accessibility for: Memory; Organization
Student Facing
Evaluate mentally.
\(9^2\)
\(9^{\text-2}\)
\(9^{\frac12}\)
\(9^{\text-\frac12}\)
Student Response
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Activity Synthesis
Ask students to share their strategies for each problem. Record and display their responses for all to see. To involve more students in the conversation, consider asking:
“Who can restate
\(\underline{\hspace{.5in}}\)
’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone solve the problem in a different way?”
“Does anyone want to add on to
\(\underline{\hspace{.5in}}\)
’s strategy?”
“Do you agree or disagree? Why?”
If this strategy is not mentioned, consider asking students how they would use (9
1/2
)
-1
or (9
-1
)
1/2
to evaluate the last expression. If the results of the pre-assessment showed that students need extra practice with exponent rules, highlight any student strategies that leverage these rules and carefully record student thinking for all to see.
Speaking: MLR8 Discussion Supports.
Display sentence frames to support students when they explain their strategy. For example, "First, I _____ because…” or "I noticed _____ so I….” Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Design Principle(s): Optimize output (for explanation)


aligns: yes