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: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
problem_activity: Optional activity
This activity is the same type of situation as the previous one: comparing the voting of two groups on a yes or no issue. However, the numbers make it more difficult to use "part to part" ratios. Again, students need to be thinking about how to make sense of (MP1) and quantify the class voting decisions (MP2).
Launch
Arrange students in groups of 2–4. Provide access to four-function calculators.
Student Facing
The school will be painted over the summer. Students get to vote on whether to change the color to purple (a “yes” vote), or keep it a beige color (a “no” vote).
The principal of the school decided to analyze voting results by class. The table shows some results.
In both classes, a majority voted for changing the paint color to purple. Which class was more in favor of changing?
|         | yes | no |
|---------|-----|----|
| class A |     |    |
| class B |     |    |
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
If students do not understand what comparing the two classes means, give a more extreme example, such as comparing 20 to 1 with 11 to 10. The 20 to 1 class is much more purple because almost everyone said yes. The other class had almost equal yesses and nos.
Students may be stuck with the difficult-looking numbers, expecting to be able to do calculations to create equivalent ratios mentally. Suggest that they find the total number of votes in each class.
Students may compute percentages incorrectly, forgetting that percentages are rates out of 100. So it is
not
correct to say that room A has 54% yesses. However, you can carefully make sense of this percent as a comparison: Class A had 54% as many nos as yesses; Class B had 61% as many nos as yesses. This means that Class B was more no-y, so it was less yessy than Class A.
Activity Synthesis
Invite students to show different ways of solving the problem, including using equivalent ratios and percentages. Ask students to explain their thinking. Correct ideas with incorrect calculations are still worth sharing.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. Once students have determined which class was more in favor of changing, pause the class. Invite students to share their strategies for finding each fraction using percents and equivalent ratios to justify their reasoning. Create a display that includes each strategy labeled with the name and the fraction they represent of a total. Keep this display visible as students move on to the next problems.
Supports accessibility for: Conceptual processing; Memory


aligns: no