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 and division and of fractions to multiply and divide rational numbers.

Answer: 
Yes. This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).

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_pos_0

7

fl_problem_001392_pos_0

8
standard_description: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
problem_activity: Narrative
The purpose of this activity is for students to describe coordinates for points. After playing a round of What’s the Point, students have an opportunity to write a description of the location of a point in the coordinate plane. The structure of this part of the activity mirrors what students did in the previous lesson when they were describing a rectangle. Some students may use the coordinates on the grid while others may use words to describe the location of the point.
Students make choices about how to revise their thinking based on what makes the description stronger and clearer to them. This activity not only supports students developing language to describe the location of a point but also develops a deeper understanding of the coordinate grid (MP6). Invite students to use language from the display from an earlier lesson if they find it helpful.
This activity uses
MLR1 Stronger and Clearer Each Time
. Advances: Reading, Writing.
Required Materials
Materials to Copy
What's the Point
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2.
Activity
10 minutes: partner work time
Monitor for students who:
revise their thinking
refer to the numbers on the coordinate grid to communicate the location of the point
MLR1 Stronger and Clearer Each Time
“Share your description of the location of the point on the grid 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 1–2 different partners.
If needed, display question starters and prompts for feedback, such as:
“Can you use the numbers on the coordinate grid in your explanation?”
“Revise your initial draft based on the feedback you got from your partner.”
2–3 minutes: independent work time
Student Facing
Play 2 rounds of What’s the Point so each partner gets a chance to draw.
Sit back to back with your partner.
Partner A: Choose a card. Then, describe the location of the point to your partner.
Partner B: Draw the point on the blank coordinate grid.
Compare the card with your partner’s diagram.
Discuss: What’s the same? What’s different?
[IMG]
[IMG]
Use words to explain the location of the point on the grid.
[IMG]
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 reference the axes or the directionality of the gridlines, show them point
\((3, 4)\)
and point
\((4, 3)\)
on a grid and ask, “What is the same and different about these two points?”
Activity Synthesis
Select previously identified students to share how they revised their explanation for the location of the point in the last problem.
Display the image of the coordinate grid with a point from the student workbook.
“The point can be described using the
coordinates
\((3, 4)\)
. Where do you think these coordinates come from?” (They describe the location of the point. The point is on gridline 3 and gridline 4. The point is where these gridlines intersect.)


aligns: no