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

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fl_problem_001097_neg_0

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fl_problem_001392_neg_0

8
standard_description: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
problem_activity: Narrative
The purpose of this activity is for students to apply what they learned in earlier lessons to represent a division situation. During the synthesis, students connect what they know about division to multiplication when they see that the situation of 2 people equally sharing the distance in a 3 mile race can also be described as each person running one-half of the three mile race. Students connect the language they used to describe the situation to multiplication and division expressions. This relationship between multiplication and division is the focus of the next several lessons.
This activity uses
MLR2 Collect and Display.
Advances: Conversing, Reading, Writing.
Launch
Display the image from the student workbook.
“Tell a story about this image to your partner.”
“This image shows two children who are running in a relay race. They are on the same team. They each have to run the same distance. The boy holding the baton is finishing his turn. When he hands the baton to his teammate, his teammate will take her turn.”
Activity
Groups of 2
2 minutes: independent think time
5–8 minutes: partner work time
MLR2 Collect and Display
Circulate, listen for and collect the language students use to describe how to represent the situation and how far each person ran.
Listen for:
3 miles divided into 2 parts
half of 3 miles
one and one half miles
three halves
Record students’ words and phrases on a visual display and update it throughout the lesson.
Student Facing
[IMG]
Lin and Han ran a 3 mile relay race as a team. They each ran the same distance. Draw a diagram to represent the situation.
Take turns describing to your partner how your diagrams represent the situation.
How far did each person run?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“These are the words and phrases that you used to describe the situation. Are there any other words or phrases that are important to include on our display?”
As students share responses, update the display, by adding (or replacing) language, diagrams, or annotations.
Display:
\(3 \div 2\)
,
\(1\frac{1}{2}\)
,
\(\frac{3}{2}\)
, and
\(3\times \frac{1}{2}\)
“How does each of these expressions represent the situation?” (3 miles was divided into 2 equal parts, each person ran
\(1\frac{1}{2}\)
miles or
\(\frac{3}{2}\)
miles which can be thought of as
\(3\times \frac{1}{2}\)
.
Consider giving students time to record their answers in their journal.
Display: “one half of 3 miles”
“This is another way to describe how far each person ran.”
Display:
\(\frac{1}{2}\times3\)
“We can also use this multiplication expression to represent one-half of 3.”
“In the next activity, you will describe how different diagrams represent each of these expressions.”


aligns: yes