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: Fluently multiply multi-digit whole numbers using the standard algorithm.
problem_activity: Narrative
The purpose of this activity is for students to consider the numbers when they choose a strategy to find the value of a product. Some students might choose to use the same strategy for any multiplication problem. In this activity, the numbers were chosen to encourage students to choose different strategies in order to generate discussion about why certain multiplication problems lend themselves to different strategies.
When students choose a multiplication strategy based on the factors, using the associative and commutative properties of multiplication and the distributive property, along with known facts, they make use of structure to facilitate their calculations (MP7).
MLR7 Compare and Connect.
Lead a discussion comparing, contrasting, and connecting the different strategies students chose to solve the problems. Ask, “Are there any benefits or drawbacks to one strategy compared to another?” and “Why did the different approaches lead to the same outcome?”
Advances: Conversing
Launch
Groups of 2
“Sometimes we use different strategies to solve problems, depending on the numbers in the problem. Without solving, look at the numbers in each expression and think about the strategy you would use to find the value.”
1–2 minutes: quiet think time
“Choose 2 problems you would solve using a different strategy and describe the strategy to your partner. Explain why you chose different strategies.”
1–2 minutes: partner work time
Activity
“Find the value of each expression. If you find the value mentally, record the steps you used in your head to arrive at the product.”
5–10 minutes: independent work time
Monitor for students who used different strategies for the same problem. For example, for
\(14\times25\)
, some students might multiply
\(14\times20\)
and
\(14\times5\)
and some students might double 25 and halve 14 and find
\(7\times50\)
.
8–10 minutes: partner work time
Student Facing
Find the value of each expression. Explain or show your reasoning.
\(14\times3\)
\(14\times101\)
\(14\times25\)
\(14\times9\)
\(14\times136\)
Student Response
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Activity Synthesis
Invite students to share their strategies for finding the value of
\(14 \times 101\)
.
“Is there a mental strategy you can use to find the value of this product?” (Yes. I know
\(14 \times 100\)
is 1,400 and then I can add 14 to that.)
Invite students to share their strategies for finding the value of
\(14 \times 136\)
.
“Which strategy did you use to find the value of
\(14 \times 136\)
? Why?” (I used the standard algorithm because I did not see a quick mental strategy for finding the value.)


aligns: yes