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: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Optional activity
In this activity, students are given pictures and descriptions of planes cutting prisms and pyramids. Students are asked to draw cross sections freehand but this is not a skill that is required in order for students to be able to describe two-dimensional shapes created from cross sections, which is why this is an optional activity. Some pictures are of a moving plane. Students describe how the cross section changes as the plane moves.
If students have access to the digital activity there are applets to explore the cross sections.
Adapted from applets created in GeoGebra by
Anthony C.M. OR
.
Digital
Launch
Arrange students in groups of 2. Give students 3–5 minutes of quiet work time followed by time to discuss shapes of cross sections with a partner. Follow with a whole-class discussion.
Student Facing
Use the applet to draw each cross section and describe it in words. Start each one by dragging the gray bar on the left side across the screen until you see the whole 3D image on the left and the controls on the right.
Here is an applet with a rectangular prism, 4 units by 2 units by 3 units.
A plane cuts the prism parallel to the bottom and top faces.
The plane moves up and cuts the prism at a different height.
A vertical plane cuts the prism diagonally.
A square pyramid has a base that is 4 units by 4 units. Its height is also 4 units.
A plane cuts the pyramid parallel to the base.
A vertical plane cuts the prism.
A cube has an edge of length 4.
A plane cuts off the corner of the cube.
The plane moves farther from the corner and makes a cut through the middle of the cube.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 2. Give students 3–5 minutes of quiet work time followed by time to discuss shapes of cross sections with a partner. Follow with a whole-class discussion.
Student Facing
Draw and describe each cross section.
Here is a picture of a rectangular prism, 4 units by 2 units by 3 units.
[IMG]
A plane cuts the prism parallel to the bottom and top faces.
[IMG]
The plane moves up and cuts the prism at a different height.
[IMG]
A vertical plane cuts the prism diagonally.
[IMG]
A square pyramid has a base that is 4 units by 4 units. Its height is also 4 units.
A plane cuts the pyramid parallel to the base.
[IMG]
A vertical plane cuts the prism.
[IMG]
A cube has an edge of length 4.
A plane cuts off the corner of the cube.
[IMG]
The plane moves farther from the corner and makes a cut through the middle of the cube.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Select students to share their drawings and descriptions. Consider asking some of the following questions:
“How did you figure out the shape of the cross section?”
“What helped you visualize the shape?”
“Were any of the shapes you drew here similar to the shapes you described in the previous activity?”
Conversing: MLR8: Discussion Supports.
To support a rich discussion while students are describing two-dimensional shapes created from cross sections, invite students to include details in their descriptions and drawings of each cross section. Provide sentence frames such as: “The cross section is ____ because . . .”, “A plane cuts _____ as shown by . . .”, or “The dimensions of a cross section are ______ since . . . .” This will help students make sense of complex language as they draw and describe cross sections shown in each figure.
Design Principle(s): Cultivate conversation


aligns: no