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: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
problem_activity: Narrative
The purpose of this activity is for students to match situations to expressions and then find the value of the expressions (MP2). Students see expressions that show both quotients of a whole number by a fraction and quotients of a fraction by a whole number. They need to think carefully about the situations to make sure the expression they choose matches the situation (MP2).
Launch
Groups of 2
Display the image from student book:
[IMG]
“What do you notice? What do you wonder?” (They look like seeds. How many are in the bowls? Why are there 2 bowls?)
“The small bowl is filled with
\(\frac {1}{4}\)
cup of kernels. That is one serving of popcorn kernels. What does ‘one serving’ mean?” (It is the amount you are supposed to eat at one time.)
“About how many servings are in the big bowl?” (Answers vary. Sample responses range from 10 to 15.)
Activity
1–2 minutes: independent think time
5–8 minutes: partner work time
Monitor for students who:
draw diagrams to represent the situations
describe the relationship between the dividend and divisor using language such as “groups of”
use the value of the expression to describe why the expression matches the situation
Student Facing
Match each problem to an expression that represents the problem. Some expressions will not have a match. Be prepared to explain your reasoning.
One serving of popcorn is
\(\frac {1}{4}\)
cup of kernels. There are 3 cups of kernels in the bowl. How many servings are in the bowl?
[IMG]
One serving of orange juice is
\(\frac {1}{4}\)
liter. The container of juice holds 2 liters. How many servings are in the container?
One serving of granola is
\(\frac {1}{2}\)
cup. The bag of granola holds 5 cups. How many servings are in the bag?
\(\frac {1}{4} \div 3 \)
\(\frac {1}{2} \div 5\)
\(3 \div \frac {1}{4}\)
\(\frac {1}{4} \div 2\)
\(5 \div \frac {1}{2}\)
\(2 \div \frac {1}{4}\)
Find the value of each expression.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students do not correctly match the situations to the expressions, refer to each situation and ask, “How does the situation represent division?”
Activity Synthesis
Ask previously selected students to share their solutions.
“How did you decide which expression matched which situation?” (I thought about the number of things being divided and whether it was a fraction or a whole number. I thought about the size of the pieces.)
Display:
\(3 \div \frac {1}{4}= 12\)
“Describe how this equation represents the situation in the first problem.” (There are 3 cups of kernels in the bowl and a serving is
\(\frac {1}{4}\)
a cup, so there are 12 servings in the bowl.)
Display:
\(\frac {1}{4} \div 3 = \frac {1}{12}\)
“How do you know that this equation does not match the situation?” (The answer is a fraction. That doesn’t make sense because there is more than 1 serving in 3 cups.)


aligns: no