few_shots: 
Example 1:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Concept/skill: 
Recognize and represent proportional relationships between quantities.

Answer: 
No. Usually problems that teach recognizing and representing proportional relationships between quantities involve deciding whether two quantities are in a proportional relationship or identifying the constant of proportionality, and then representing proportional relationships by equations or explaining proportional relationship using coordinate graphs.

Example 2:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Concept/skill: 
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Answer: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

Example 3:
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: 
Analyze and solve pairs of simultaneous linear equations.

Answer: 
Yes. The last three rows of the table in the first problem involves solving pairs of simultaneous linear equations. The second word problem can also be represented as two simultaneous linear equations.

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

shot_info: fl_problem_000972_neg_0

6

fl_problem_001097_neg_0

7

fl_problem_001392_pos_0

8
standard_description: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
problem_activity: Optional activity
This activity extends the work with rectangles and fractions to continued fractions. Continued fractions are not a part of grade-level work, but they can be reasoned about and rewritten using grade-level skills for operating on fractions (MP8). In particular, the insight that
\(\frac{1}{\frac{a}{b}}=\frac{b}{a}\)
(a special case of invert and multiply) is helpful.
In this activity, students consolidate their understanding about how the greatest common factor of the numerator and denominator of a fraction can help them write an equivalent fraction whose numerator and denominator have greatest common factor 1—sometimes called “lowest terms.”
Launch
Arrange students in groups of 2. Students work alone and compare their work with a partner.
Consider a quick warm-up like this:
Write a fraction that is equal to each expression:
\(3+\frac15\)
\(\frac{1}{3+\frac15}\)
\(2+\frac{1}{3+\frac15}\)
Representation: Develop Language and Symbols.
Eliminate barriers and provide concrete manipulatives to connect symbols to concrete objects or values. For example, provide students with access to the four large rectangles prepared on graph paper.
Supports accessibility for: Visual-spatial processing; Fine-motor skills
Student Facing
Accurately draw a 37-by-16 rectangle. (Use graph paper, if possible.)
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
How many squares of each size are there?
What are the dimensions of the last square you drew?
What does this have to do with
\(2+\frac{1}{3+\frac15}\)
?
Consider a 52-by-15 rectangle.
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
Write a fraction equal to this expression:
\(3+\frac{1}{2+\frac17}\)
.
Notice some connections between the rectangle and the fraction.
What is the greatest common factor of 52 and 15?
Consider a 98-by-21 rectangle.
In your rectangle, draw a line segment that decomposes the rectangle into a new rectangle and a square that is as large as possible. Continue until your original rectangle has been entirely decomposed into squares.
Write a fraction equal to this expression:
\(4+\frac{1}{1+\frac{7}{14}}\)
.
Notice some connections between the rectangle and the fraction.
What is the greatest common factor of 98 and 21?
Consider a 121-by-38 rectangle.
Use the decomposition-into-squares process to write a continued fraction for
\(\frac{121}{38}\)
. Verify that it works.
What is the greatest common factor of 121 and 38?
Student Response
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aligns: no