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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
problem_activity: Narrative
The purpose of this activity is for students to represent a number from 1–10 in different ways. Students write the number, use objects to create groups, and draw groups of images. Students use these representations while they take a gallery walk in the next activity. Students use appropriate tools strategically as they choose which objects to use and how to organize them to represent their number (MP5).
Representation: Internalize Comprehension.
Students would benefit from recalling the previous activity where they created a poster. Begin by asking, “Does anyone remember doing a previous activity where you had to create a poster?” Invite students to share what expectations and strategies they used in the prior activity and determine if any of those are applicable in this activity.
Supports accessibility for: Social-Emotional Functioning
Required Materials
Materials to Gather
Chart paper
Colored pencils, crayons, or markers
Connecting cubes or counters
Required Preparation
Each group of 2 needs 1 half sheet of chart paper.
Launch
Groups of 2
Give each group a half-sheet of chart paper and access to crayons or colored pencils and connecting cubes or counters.
“Work with your partner to choose a number from 1–10 to show in many different ways.”
1 minute: partner discussion
“Show your number in as many different ways as you can.”
Activity
5 minutes: partner work time
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Activity Synthesis
“What are some different ways you and your partner showed your number?” (We counted out 5 cubes. We wrote the number 5. We drew groups of 5 images. We showed that it is 1 more than 4 and 1 less than 6.)


aligns: yes