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 ordering and absolute value of rational numbers.
problem_activity: Problem 1
Consider the set of numbers
$$6$$
,
$${4 \frac{1}{2}}$$
,
$$2$$
, and
$$5$$
, and answer the questions that follow.
a.   Graph the numbers on the number line and list the numbers in order from least to greatest.
[IMG]
b.   Write the opposites of each number and graph them on the number line.
c.   Order the opposites from least to greatest.
d.   Is −5 greater than −2? Explain using your number line.
Problem 2
Order the rational numbers below from least to greatest.
$${5, -4, -\frac{1}{3}, \frac{10}{3}, 3, 0, -4\frac{1}{4}, -4\frac{3}{4}}$$
What strategies did you use to determine the correct order?
Problem 3
A student orders three rational numbers from least to greatest as:
$${{{{{{{{{-5}}}}}}}}}$$
,
$${{{{{{{{{-5}}}}}}}}} \frac {1}{3}$$
,
$$6$$
Are the numbers ordered correctly? Choose the best statement below.


aligns: yes