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: 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: Activity
This activity informally introduces reflections, which appear in addition to some translations and rotations (that were introduced informally in the previous lesson). Students are given a 6-frame cartoon showing the change in position of a polygon. As in the previous lesson, they describe the moves, but this time there are reflections, which may seem impossible as physical moves unless you allow the shape to leave the plane. Students identify the new moves and try to describe them.
After the end of this activity, the three basic moves have been introduced and the next activity will introduce their names (translations, rotations, and reflections).
Launch
Keep students in the same groups, and maintain access to geometry toolkits. Give students 5 minutes of quiet work time, and then invite them to share their responses with their group. Follow with a whole-class discussion. Tell students that they will be describing moves as they did in the previous lesson, but this time there is a new move to look out for. Recall the words the class used to describe slides and turns.
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. During the launch, take time to review terms that students will need to access for this activity. Invite students to suggest language or diagrams to include that will support their understanding of moving, sliding, and turning.
Supports accessibility for: Conceptual processing; Language
Student Facing
Here is another set of dance moves.
[IMG]
Describe each move or say if it is a new move.
Frame 1 to Frame 2.
Frame 2 to Frame 3.
Frame 3 to Frame 4.
Frame 4 to Frame 5.
Frame 5 to Frame 6.
How would you describe the new move?
Student Response
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Anticipated Misconceptions
Students may see a reflection as a translation especially since the figures are not on the same frame. Ask these students to trace Frame 2 on tracing paper. Is there any way to turn it into Frame 3 by sliding it? What do they have to do to turn it into Frame 3? (They have to flip the tracing paper over, so, this is a new kind of move.)
In describing reflections, students may confuse the terms horizontal and vertical. Consider posting the terms horizontal and vertical with examples in your room.
Activity Synthesis
The purpose of this discussion is an initial understanding that there is a third type of move that is fundamentally different from the moves encountered in the previous lesson, because it reverses directions. Some possible discussion questions to help them identify these are:
“How is the motion from panel 2 to panel 3 different than the ones we discussed yesterday?”
“Is there anywhere else that happens in this cartoon?”
“What features of the image help us to see that this move is happening?”
To help answer these questions, tell students to pay attention to the direction that the “beak” of the polygon is pointing, left or right. Draw a dotted vertical line in the middle of Frame 2, and say, “Here is a mirror. The polygon in Frame 3 is what the polygon in Frame 2 sees when it looks in the mirror.”
[IMG]
Demonstrate using tracing paper or transparencies to show they are mirror images. Then ask students if there are any other mirror lines in other frames. For the second reflection, from Frame 5 to Frame 6, point out that the mirror line is now a horizontal line: in Frame 5 the beak is pointing down, and in Frame 6 the beak is pointing up, with the head on the right of the body in both cases. Contrast this with a rotation through 180º, which would put the head on the left of the body. Demonstrate with tracing paper or transparencies.


aligns: no