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: Understand the relationship between numbers and quantities; connect counting to cardinality.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 2 of the Less, Same, More center. Students compare groups of images in different arrangements. The activity synthesis highlights that numbers that are fewer than 5 come before 5 in the count sequence and numbers that are more than 5 come after 5 in the count sequence. This idea will be revisited in future sections and units. Students need repeated experiences comparing groups of objects, images, and numbers to be able to notice, articulate, and use the connection between the counting sequence and comparing the size of numbers (MP7, MP8).
The recording sheet is printed in the student book for this activity. There is a blackline master available for students to use during centers in future activities and lessons.
MLR8 Discussion Supports.
Remind students to use comparison language such as “fewer than,” “the same number as,” or “more than.”
Advances: Listening, Speaking
Required Materials
Materials to Copy
Less, Same, More Mat
Image Cards Grade K
Required Preparation
Create a T-chart labeled "Fewer than 5" and "More than 5".
Launch
Groups of 2
Give each group of students a set of cards.
“We are going to learn a new way to play the Less, Same, More center.”
Display the student page.
“How many dots are in the box?” (5)
30 seconds: quiet think time
Share responses.
Display an image card.
“How many dots are there?”
30 seconds: quiet think time.
Share responses.
“Are there fewer, the same, or more than 5? How do you know?”
Point to each part of the mat as you explain: “If it shows fewer than 5, put the card on the left. If it shows the same number, put the card in the middle. If it shows more, put the card on the right.”
“Choose a card, figure out how many things are on the card, and figure out if the image shows fewer, the same, or more than 5 images.”
Activity
7 minutes: partner work time
Student Facing
[IMG]
Student Response
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Activity Synthesis
Display t-chart labeled ‘Fewer than 5’ on the left and ‘More than 5’ on the right.
“Choose a card that shows fewer than 5. How many things are on your card?”
30 seconds: partner work time
Share responses.
Write the numbers on the left side of the t-chart as students share.
Repeat for cards that show more than 5.
Read the numbers on each side of the chart.
“What do you notice? What do you wonder?” (It sounds like you are counting. The numbers you say before 5 are all together on one side and the numbers you say after 5 are on the other side.)


aligns: no