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: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the Capture Squares center. Capture Squares was introduced in grade 1. In this stage, students spin to get a number (6
–
10) and flip a card (0
–
10) and find the value of the sum. The spinner includes a wild space where students can choose their own number. They find the value of the sum on the game board and connect 2 dots that are adjacent to the number. If that line closes the square, they capture it and shade it in their color. The player to shade in 3 squares first is the winner.
Required Materials
Materials to Gather
Colored pencils or crayons
Number cards 0–10
Paper clips
Materials to Copy
Capture Squares Stage 3 Gameboard
Capture Squares Stage 3 Spinner
Launch
Groups of 2
Give each pair of students a copy of the game board, the spinner and a paper clip, a set of cards, and access to crayons or colored pencils.
“We are going to play a game.”
Spin the spinner and draw a card.
“How could I find the value of the sum of these two numbers?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Use a suggested method or select a volunteer to show how to find the value.
“Now, I find the square that has the value of my sum. I draw a line connecting two dots on that square.”
“If the spinner lands on the wild space, you can pick any number to be one of your addends.”
Repeat 1–2 more times, as needed.
“If I draw the line that completes the square, I shade in that square with my color. The first player to shade in 3 squares is the winner.”
Activity
12 minutes: partner work time
Monitor for a variety of student strategies to share in the synthesis.
Activity Synthesis
Invite selected students to share their strategies.
“When the spinner landed on the wild spot, how did you decide what number to pick?”


aligns: no