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 and division and of fractions to multiply and divide rational numbers.

Answer: 
Yes. This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).

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_pos_0

7

fl_problem_001392_neg_0

8
standard_description: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
problem_activity: Activity
Students continue to use diagrams to represent the ratio of ingredients in a recipe as well as mixtures that contain multiple batches. They come to understand that a change in the number of batches changes the quantities of the ingredients, but the end product tastes the same. They then use this observation to come up with a working definition for equivalent ratio.
Launch
Launch the task with a scenario and a question: “Let’s say you are planning to make cookies using your favorite recipe, and you’re going to ‘double the recipe.’ What does it mean to double a recipe?”
There are a few things you want to draw out in this conversation:
If we double a recipe, we need to double the amount of
every ingredient
. If the recipe calls for 3 eggs, doubling it means using 6 eggs. If the recipe calls for
\(\frac13\)
teaspoon of baking soda, we use
\(\frac23\)
teaspoon of baking soda, etc.
We expect to end up with twice as many cookies when we double the recipe as we would when making a single batch.
However, we expect the cookies from 2 batches of a recipe to taste
exactly the same
as those from a single batch.
Tell students they will now think about making different numbers of batches of a cookie recipe.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Invite students to talk about their ideas with a partner before writing them down. Display sentence frames to support students when they explain their strategy. For example, "I noticed _____, so I . . .", "In my diagram, _____ represents . . .", and “To find an equivalent ratio, first I _____ because . . . .” This will help students produce mathematical language as they make sense of equivalent ratios using diagrams.
Supports accessibility for: Language; Social-emotional skills
Student Facing
A recipe for one batch of cookies calls for 5 cups of flour and 2 teaspoons of vanilla.
Draw a diagram that shows the amount of flour and vanilla needed for
two
batches of cookies.
How many batches can you make with 15 cups of flour and 6 teaspoons of vanilla? Show the additional batches by adding more ingredients to your diagram.
How much flour and vanilla would you need for 5 batches of cookies?
Whether the ratio of cups of flour to teaspoons of vanilla is
\(5:2\)
,
\(10:4\)
, or
\(15:6\)
, the recipes would make cookies that taste the same. We call these
equivalent ratios
.
Find another ratio of cups of flour to teaspoons of vanilla that is equivalent to these ratios.
How many batches can you make using this new ratio of ingredients?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
For the fourth question, students may not multiply both the amount of flour and the amount of vanilla by the same number. If this happens, refer students to the previous questions in noting that the amount of each ingredient was changed in the same way.
Activity Synthesis
Invite a few students to share their responses and diagrams with the class. A key point to emphasize during discussion is that when we double (or triple) a recipe, we also have to double (or triple) each ingredient. Record a working (but not final) definition for equivalent ratio that can be displayed for at least the next several lessons. Here is an example: “Cups of flour and teaspoons of vanilla in the ratio
\(5:2\)
,
\(10:4\)
, or
\(15:6\)
are equivalent ratios because they describe different numbers of batches of the same recipe.” Include a diagram in this display.


aligns: no