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: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 5 of the Target Numbers center. Students subtract two-digit numbers to get as close to 0 as possible. For the introduction of this stage, invite students to count by 10 to 100 and represent their count with base-ten blocks. Then, they take turns rolling the 3 cubes to get a number to subtract. They choose one of the numbers on the cubes to represent the tens and a different number to represent the ones. Students subtract their tens and ones from the starting number. The difference becomes the first number in the next equation. The player who gets closest to 0 in 6 rounds, without going below 0, is the winner.
Required Materials
Materials to Gather
Base-ten blocks
Number cubes
Materials to Copy
Target Numbers Stage 5 Recording Sheet
Required Preparation
Each group of 2 students will need 3 number cubes.
Each group of 2 students will need base-ten blocks to represent at least 20 tens and 18 ones
.
Launch
Groups of 2
Give each student a copy of the recording sheet.
Give each group 3 number cubes and access to base-ten blocks.
“We are going to learn a new way to play Target Numbers. You and your partner will start with 100 and race to see who can reach a number less than 10 first.”
“Instead of using cards to decide whether to take away tens or ones, you will use number cubes to create a two-digit number and then subtract that number.”
“First, represent 100 with base-ten blocks."
As needed, invite students to count by 10 to 100 using the base-ten blocks or invite student to share how they might represent 100 with the blocks.
"When it’s your turn, roll all 3 number cubes. Pick 1 number to represent the tens and one number to represent the ones. Then show the subtraction with your blocks and write an equation on your recording sheet.”
“Take turns rolling and subtracting until the first person reaches a number less than 10.”
As needed, demonstrate a round with a student volunteer.
Activity
10
–
15 minutes: partner work
Activity Synthesis
Display equation:
\(73 - \underline{\hspace{1 cm}} = \underline{\hspace{1 cm}}\)
Draw or display number cubes showing 4, 2, and 5.
“What two-digit numbers could you create with this roll that would make you need to decompose a ten to subtract? How do you know?” (Sample response: 24 because if you subtract by place, there are only 3 ones, so you would need to decompose to take away 4 ones.)
“What two-digit numbers could you create that wouldn’t require decomposing a ten? How do you know?” (Sample response: 52 because if you subtract by place there are 3 ones and you can take away 2 ones from 3 ones.)
“What number would you create to try to get below 10 the fastest? Explain. (54 because it’s the number that lets you take away the most tens and ones.)


aligns: no