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: Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model.
problem_activity: Problem 1
Each scenario on the left corresponds with a calculation on the right. Connect the scenarios and calculations and identify which features are most useful in connecting the representations:
|              Rolling once the number is an odd number or a number less than 3.              | $${P(A\space\mathrm{and}\space B) = \left({3\over6}\right)\left({1\over6}\right)}$$ |
|---------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------|
|                     Rolling once and the number is an odd number or 4.                      |         $${P(A\space\mathrm{or}\space B) = {3\over6}+{2\over6}-{1\over6}}$$         |
| Rolling twice. The first roll is an odd number and the second roll is a number less than 3. | $${P(A\space\mathrm{and}\space B) = \left({3\over6}\right)\left({2\over6}\right)}$$ |
|         Rolling twice. The first roll is an odd number and the second roll is a 4.          |              $${P(A\space\mathrm{or}\space B) = {3\over6}+{1\over6}}$$              |
Problem 2
Below is a spinner with four quadrants, each labeled 1–4. Each outcome is equally likely.
[IMG]
Sam spins the spinner twice and doesn’t land on 4. What is the probability of this occurring?
Problem 3
Allison has put together a simple game. She put 6 cubes in a paper bag—3 yellow and 3 blue. Allison has determined that the rules are as follows:
Pull a cube from the bag and put it on the table.
Pull a second cube from the bag.
If the cubes are different colors, then Player A wins.
If the cubes are the same color, then Player B wins.
Is this game fair? How do you know?


aligns: no