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: 
Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

Answer: 
No. Completing neither of these problems requires replacing one equation by the sum of that equation and a multiple of the other equation.

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_neg_0

8
standard_description: Use square root and cube root symbols to represent solutions to equations of the form x^(2) = p and x^(3) = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that Ö2 is irrational.
problem_activity: Warm-up
The purpose of this warm-up is for students to reason about powers of positive and negative numbers. While some students may find the numeric value of each expression to make a comparison, it is not always necessary. Encourage students to reason about the meaning of the integers, bases, and exponents rather than finding the numeric value of each expression.
Launch
Display one problem at a time. Give students up to 1 minute of quiet think time per problem and tell them to give a signal when they have an answer and a strategy. Follow with a whole-class discussion.
There may be some confusion about how negative numbers interact with exponents. Tell students that exponents work the same way for both positive and negative bases. In other words,
\((\text- 3)^2 = \text- 3 \boldcdot \text- 3\)
.
Students may also struggle to interpret the notation difference between two expressions such as
\((\text- 4)^2\)
and
\(\text- 4^2\)
. Tell students that the interpretation of the first expression is
\((\text- 4)^2 = \text- 4 \boldcdot \text- 4\)
and the interpretation of the second expression is
\(\text- 4^2 = \text- 1 \boldcdot 4 \boldcdot 4\)
.
Student Facing
Is each statement true or false? Be prepared to explain your reasoning.
\(3^5 < 4^6\)
\(\left(\text- 3\right)^2 < 3^2\)
\(\left(\text- 3\right)^3 = 3^3\)
\(\left( \text- 5 \right) ^2 > \text- 5^2\)
Student Response
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Activity Synthesis
Poll students on their response for each problem. Record and display their responses for all to see. If all students agree, ask 1 or 2 students to share their reasoning. If there is disagreement, ask students to share their reasoning until an agreement is reached. After the final problem, ask students if the same strategies would have worked if all of the bases were 10 to highlight the idea that powers with a base of 10 behave the same as those with bases other than 10.
To involve more students in the conversation, consider asking:
“Do you agree or disagree? Why?”
“Who can restate ___’s reasoning in a different way?”
“Does anyone want to add on to _____’s reasoning?”


aligns: no