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: 
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Answer: 
Yes. This problem solves a real-world problem involving mixing ingredients for cookies. A student doing this problem would need to reason about equivalent ratios of butter amounts to sugar amounts.

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_pos_0

6

fl_problem_001097_neg_0

7

fl_problem_001392_pos_0

8
standard_description: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
problem_activity: Narrative
The purpose of this activity is to reintroduce students to Put Together, Total Unknown story problems. In this type of problem, there is no action, so students must recognize the addends must be joined to make up the total. Students were introduced to this type of story problem in kindergarten and solved within 10 using objects or drawings. Students also solved Put Together, Total Unknown problems in Unit 1 in the context of data.
Students begin the activity by looking at the problem displayed, rather than in their books. The three reads routine gives students an opportunity to make sense of the problem before looking for a solution. Because there is no action in a put together problem, students identify the important quantities and think about how they might represent them before they solve the problem (MP1). At the end of the launch, students open their books and work on the problem. Students solve in any way they choose including using objects, drawings, words, or numbers, and write an equation to match the story problem.
This activity uses
MLR6 Three Reads.
Advances: reading, listening, representing.
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to 10-frames and connecting cubes or two-color counters.
Activity
MLR6 Three Reads
Display only the problem stem, without revealing the question(s).
“We are going to read this problem 3 times.”
1st Read: “Kiran has some fish in his fish tank. He has 4 red fish and 5 blue fish.”
“What is this story about?”
1 minute: partner discussion
Listen for and clarify any questions about the context.
2nd Read: “Kiran has some fish in his fish tank. He has 4 red fish and 5 blue fish.”
“What are all the things we can count in this story?” (the number of red fish, the number of blue fish, the total number of fish)
30 seconds: quiet think time
2 minutes: partner discussion
Share and record all quantities.
Reveal the question(s).
3rd Read: Read the entire problem, including question(s) aloud.
“What are different ways we can solve this problem?” (I can use red and blue connecting cubes. I can draw the fish and count them.)
30 seconds: quiet think time
1 minute: partner discussion
"Solve the problem."
3 minutes: independent work time
“Share your thinking with your partner.”
2 minutes: partner discussion
Monitor for students who solve in the following ways and can explain their thinking clearly:
objects or drawings and count all
objects or drawings and count on
numbers and count on
Student Facing
Kiran has some fish in his fish tank.
He has 4 red fish and 5 blue fish.
How many fish does he have in all?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
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
Invite previously identified students to share in sequence above.
After each student shares, “How does this representation match the story problem?”
Display
\(4+5=\boxed{9}\)
.
"Where do you see the parts of this equation in this representation? The story problem?” (4 means the 4 red fish, 5 is the blue fish, 9 is how many he has altogether.)


aligns: no