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: Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
problem_activity: Activity
The purpose of this activity is for students to use the structure of the volume formula for cones to calculate missing dimensions of a cone given other dimensions. Students are given the image of a generic cone with marked dimensions for the radius, diameter, and height to help their reasoning about the different rows in the table.
While completing the table, students work with approximations and exact values of
\(\pi\)
as well as statements that require reasoning about squared values. The final row of the table asks students to find missing dimensions given an expression representing volume that uses letters to represent the height and the radius. This requires students to manipulate expressions consisting only of variables representing dimensions.
Encourage students to make use of work done in some rows to help find missing information in other rows. Identify students who use this strategy, and ask them to share during the discussion.
Launch
Give students 6–8 minutes of quiet work time, followed by a whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organization and problem solving. For example ask students to complete two lines of the table at a time and then assess for accuracy and comprehension.
Supports accessibility for: Organization; Attention
Student Facing
[IMG]
Each row of the table has some information about a particular cone. Complete the table with the missing dimensions.
| diameter (units) | radius (units)  | area of the base (square units) | height (units) | volume of cone (cubic units) |
|------------------|-----------------|---------------------------------|----------------|------------------------------|
|                  |        4        |                                 |       3        |                              |
|                  | \(\frac{1}{3}\) |                                 |       6        |                              |
|                  |                 |           \(144\pi\)            |  \(\frac14\)   |                              |
|        20        |                 |                                 |                |          \(200\pi\)          |
|                  |                 |                                 |       12       |          \(64\pi\)           |
|                  |                 |                                 |       3        |             3.14             |
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
A
frustum
is the result of taking a cone and slicing off a smaller cone using a cut parallel to the base.
[IMG]
Find a formula for the volume of a frustum, including deciding which quantities you are going to include in your formula.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students might try to quickly fill in the missing dimensions without the proper calculations. Encourage students to use the volume of a cone equation and the given dimensions to figure out the unknown dimensions.
Activity Synthesis
Select previously identified students to share the strategies they used to fill in the missing information. Ask students:
“Which information, in your opinion, was the hardest to calculate?”
“If you had to pick two pieces of information given in the table which information would you want? Why?”
Select a few rows of the table, and ask students how they might find the volume of a cylinder with the same radius and height as the cone. (Multiply by 3)
Make sure students understand that when working with the volume formula for either a cylinder or cone, if they know two out of three for radius, height and volume, they can always calculate the third.
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. For each strategy that is shared, ask students to restate and/or revoice what they heard using mathematical language. Consider providing students time to restate what they hear to a partner, before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students' attention to any words or phrases that helped to clarify the original statement. This will help students to produce and make sense of the language needed to communicate their own ideas when calculating missing dimensions of a cone.
Design Principle(s): Support sense-making; Optimize output (for explanation)


aligns: no