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: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
problem_activity: Narrative
The purpose of this activity is for students to find the value of quotients where the divisor is less than 1 and where the dividend is large enough that drawing a complete diagram is cumbersome. Instead, students are encouraged to use a diagram to find
how many divisor sized groups are in 1 whole and then multiply the dividend by that number to find the value of the quotient. When students use the value of
\(1 \div 0.2\)
and multiplication to find the value of
\(12 \div 0.2\)
they are using regularity in reasoning (MP8).
This activity uses
MLR1 Stronger and Clearer Each Time.
Advances: Conversing.
Action and Expression: Internalize Executive Functions.
Invite students to plan a strategy, including the tools they will use, for finding the value of the expression. If time allows, invite students to share their plan with a partner before they begin.
Supports accessibility for: Conceptual Processing, Memory
Required Materials
Materials to Copy
Small Grids
Launch
Groups of 2
Give students access to blackline masters with hundredths grids.
Activity
3–5 minutes: independent work time
Monitor for students who use the following strategies for problem 1:
reason about how many divisor-sized groups are in 1 whole, possibly with a diagram, and then multiply by the dividend
use multiplication equations to find the value of the division expressions
Student Facing
Find the value of the expression. Use a diagram if it is helpful.
\(12 \div 0.2\)
[IMG]
This is the diagram and explanation Tyler used to justify why
\(12 \div 0.2 = 60\)
.
[IMG]
[IMG]
Explain how the expression
\(12 \times (1 \div 0.2)\)
relates to Tyler's reasoning.
Find the value of each expression.
\(14 \div 0.5\)
\(5 \div 0.25\)
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 a student is not sure how to explain Tyler’s reasoning in problem 2, ask them to read the expression to you and record the words they use. Then ask them how those words relate to the words Tyler used.
Activity Synthesis
Ask previously identified students to share their solutions and strategies for evaluating the expression in the first problem.
“How was multiplication useful to find the value of the expression in the first problem?” (I didn't have to draw 12 wholes because I knew there were five 0.2s in each one so that would be
\(12 \times 5\)
total.)
MLR1 Stronger and Clearer Each Time
“Share your response to problem 2 with your partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
3-5 minutes: structured partner discussion
Repeat with 2 different partners.
“Revise your initial draft based on the feedback you got from your partners.”
2-3 minutes: independent work time


aligns: no