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: 
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_000972_neg_0

6

fl_problem_001097_neg_0

7

fl_problem_001392_neg_0

8
standard_description: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
problem_activity: Optional activity
In this activity, students use the measurements they just gathered to create their scale floor plans. Each student selects one of the paper options, decides on a scale to use, and works individually to create their drawing.
Support students as they reason about scale, scaled lengths, and how to go about creating the drawing. Encourage all to pay attention to units as they calculate scaled lengths. Ask students to think about the different ways that we can write a scale. If they struggle, remind students that a scale can be written in different units or written without units.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organizational skills in problem solving. For example, invite students to draw one section of the room at a time and monitor students to ensure they are making progress throughout the activity.
Supports accessibility for: Organization; Attention
Launch
Distribute at least three different types of paper for each group, which could include:
\(8\frac12 \times 11\)
printer paper
\(11 \times 17\)
printer paper
Centimeter graph paper
\(\frac14\)
-inch graph paper
\(\frac15\)
-inch graph paper
Ask each group member to select a paper for their drawing. Encourage variation in paper selections. Explain that they should choose an appropriate scale based on the size of their paper, the size of the classroom, and their chosen units of measurement. This means that the floor plan must fit on the paper and not end up too small (e.g., if the paper is
\(11 \times 17\)
inches, the floor plan should not be the size of a postcard).
Give students quiet time to create their floor plan. If the classroom layout is fairly complex, consider asking students to pause after they have completed a certain portion of the drawing (e.g., the main walls of the classroom) so their work may be checked. Alternatively, give them a minute to share their drawing-in-progress with a partner and discuss any issues.
Student Facing
Your teacher will give you several paper options for your scale floor plan.
Determine an appropriate scale for your drawing based on your measurements and your paper choice. Your floor plan should fit on the paper and not end up too small.
Use the scale and the measurements your group has taken to draw a scale floor plan of the classroom. Make sure to:
Show the scale of your drawing.
Label the key parts of your drawing (the walls, main openings, etc.) with their actual measurements.
Show your thinking and organize it so it can be followed by others.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
If the flooring material in your classroom is to be replaced with 10-inch by 10-inch tiles, how many tiles would it take to cover the entire room? Use your scale drawing to approximate the number of tiles needed.
How would using 20-inch by 20-inch tiles (instead of 10-inch by 10-inch tiles) change the number of tiles needed? Explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may pick a scale and start drawing without considering how large their completed floor plan will be. Encourage students to consider the size of their paper in order to determine an appropriate scale before they start drawing.
Activity Synthesis
Small-group and whole-class reflections will occur in the next activity.


aligns: no