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: 
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Answer: 
Yes. This problem solves a real-world problem involving mixing ingredients for cookies. A student doing this problem would need to reason about equivalent ratios of butter amounts to sugar amounts.

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_pos_0

6

fl_problem_001097_neg_0

7

fl_problem_001392_pos_0

8
standard_description: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
problem_activity: Narrative
The purpose of this activity is for students to make sense of an Add To, Change Unknown story problem and identify the answer within an equation. Students are presented with a drawn representation and an equation to interpret. Students consider what each number in the equation means in relation to the story problem and drawn representation (MP2). They determine that the written equation is incorrect, and explain why using their own thinking. When students practice explaining their thinking, they begin to develop and refine their mathematical communication skills, and attend to precision (MP6). Students identify that even though Mai's equation has the correct numbers she identified the wrong number as the solution to the problem (MP3).
Students keep their books closed for the launch of the activity, as the teacher displays and reads the problem.
Action and Expression: Internalize Executive Functions.
Invite students to plan a method, including the tools they will use, for solving the rest of the story problems. If time allows, invite students to share their plan with a partner before they begin.
Supports accessibility for: Attention, Organization
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to 10-frames and connecting cubes or two-color counters.
"I am going to read another story problem. Think about what you notice and wonder about the problem as I read aloud."
Display and read the problem with missing information.
30 seconds: quiet think time
Share and record answers.
Activity
"Now we will get more information and see how Lin solved the problem."
Read the problem aloud.
"Look at Lin's drawing and her equation. Think about how she solved the problem."
1 minute: quiet think time
“Share your thinking with your partner. Then show whether or not you think Lin's equation is correct.”
4 minutes: partner work time
Student Facing
Andre checked out some books from the library.
Mai gives him more books.
Now he has 9 books.
What do you notice?
What do you wonder?
Andre checked out 3 books from the library.
Mai gives him some more books.
Now he has 9 books.
How many books did Mai give him?
Lin made this drawing.
[IMG]
She wrote the equation
\(3 + 6 = \boxed{9}\)
Is her equation correct?
Show your thinking using drawings, number, or words.
Student Response
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Activity Synthesis
“How does Lin’s drawing show the story problem?” (She shows the three books Andre starts with, and the six books she needs to get to nine.)
"Does Lin's equation match the story? Why or why not?" (No. The answer to the problem is how many books Mai gives Andre. That answer is 6, so the equation should be
\(3 + \boxed{6} = 9\)
.)
If needed ask, “How does this equation match the story problem?” (Andre has three books. Mai gives him six, which is the answer, so that he has nine total.)


aligns: no