few_shots: 
Example:
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.
|                                                          | **           No solution          ** | **           Exactly 1 solution          ** | **           Infinite number of solutions          ** |
|----------------------------------------------------------|--------------------------------------|---------------------------------------------|-------------------------------------------------------|
|                       $${9=4x+7}$$                       |                                      |                                             |                                                       |
|                       $${y=3y+5}$$                       |                                      |                                             |                                                       |
|                    $${y={x\over2}}$$                     |                                      |                                             |                                                       |
|                     $${3x+6y-9=0}$$                      |                                      |                                             |                                                       |
|    $${x=y}$$                        $${1.25x=1.25y}$$    |                                      |                                             |                                                       |
| $${9.9=6x+8y}$$                        $${9x=2.5y-8.8}$$ |                                      |                                             |                                                       |
| $${11x-2y=1.5}$$                        $${11x-2y=2.5}$$ |                                      |                                             |                                                       |
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?


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.

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, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_001392_neg_0

8
standard_description: Extend polynomial identities to the complex numbers. For example, rewrite x^(2) + 4 as (x + 2i)(x – 2i).
problem_activity: Problem 1
Using the digits 1, 2, and 3, write an expression to answer the following questions
How many different three-digit numbers can you make when you can use each digit more than once?
How many different three-digit numbers can you make when you can only use each digit once?
Problem 2
Your phone requires you to use five numbers for the code, but you only can use numbers 1-5 for the code.
The first combination you come up with is:
| 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|
You then realize how "insecure" this number might be since anyone could guess it. Figuring this out you wonder, "How many possibilities are there for combinations if I only use each number once?"
Problem 3
You change the phone settings so that you only need a three-digit code to open the lock.
This means you have 5 numbers to choose from and 3 positions to put those numbers in, which is represented by
$$_5P_3$$
. How many different combinations can you get if you have three positions and a choice of five numbers with no repetition?


aligns: no