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: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
problem_activity: Activity
The purpose of this activity is for students to practice rewriting expressions representing percent change so that they only use multiplication.
Launch
Allow students to work with a partner or individually.
Student Facing
Write an equivalent expression using the distributive property:
\(65 - 0.45 \boldcdot 65\)
\(65 + 0.45 \boldcdot 65\)
\(91 \boldcdot (1.2)\)
\(x + 0.04x\)
Evaluate by multiplying just two numbers in your calculator. Write down the expression you calculated.
130 increased by 10%
25 decreased by 30%
50% more than 38
6% less than 200
Write an equivalent expression that only uses multiplication:
\(p - 0.35p\)
\(z - 0.85z\)
\(q + 0.06q\)
\(r + 0.64r\)
Student Response
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Activity Synthesis
Either display the correct solutions or invite students to share their solutions. Here are sample questions to promote discussion:
“Why is it okay to rewrite an expression like
\(z - 0.85z\)
so that it looks like
\(0.15z\)
?” (Use the distributive property, or think about how an amount decreased by 85% is the same as 15% of the amount.)
“Have you heard some examples of percent increase or decrease used in the real world? What were they?” (Sample response: The news might talk about crime decreasing by 10% compared to last year, or home prices in an area increasing by 25%.)
“How is an expression representing percent increase (like
\(1.05x\)
) different from an expression representing percent decrease (like
\(0.95x\)
)?” (The coefficient is greater than 1 versus less than 1. This is a result of adding or subtracting a percentage of the original amount.)


aligns: no