few_shots: 
Example:
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.
{"table": [{"_attributes": {"align": "center", "class": ["table", "table-bordered"], "style": "table-layout:fixed; width:70%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}, "strong": [{"_value": "No solution"}]}, {"_attributes": {"style": "text-align:center"}, "strong": [{"_value": "Exactly 1 solution"}]}, {"_attributes": {"style": "text-align:center"}, "strong": [{"_value": "Infinite number of solutions"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${9=4x+7}$$"}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${y=3y+5}$$"}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${y={x\\over2}}$$"}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"p": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${3x+6y-9=0}$$"}]}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"p": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${x=y}$$"}]}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${1.25x=1.25y}$$"}]}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"p": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${9.9=6x+8y}$$"}]}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${9x=2.5y-8.8}$$"}]}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"p": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${11x-2y=1.5}$$"}]}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${11x-2y=2.5}$$"}]}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {}]}]}]}]}
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 problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_001392_pos_0

8
standard_description: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
problem_activity: Narrative
In this activity, students find the value of sums with larger numbers using any method that makes sense to them. They may represent their thinking using connecting cubes, drawings, equations, or words. Monitor for the ways students use methods based on place value, including the language they use to describe composing a ten when adding tens and tens and ones and ones (MP3, MP6).
MLR8 Discussion Supports.
Synthesis: After a strategy is presented to the class, invite students to turn to a partner and restate what they heard in their own words. Encourage students to borrow language from a display with words and phrases collected from previous lessons.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Connecting cubes
Required Preparation
Create connecting cubes in towers of 10 and singles.
Launch
Groups of 2
Give students access to connecting cubes in towers of 10 and singles.
“Now we are going to add larger numbers. Think about how you can show your thinking so others can understand.”
“You have time to work independently before sharing your thinking with a partner.”
Activity
5 minutes: independent work time
5 minutes: partner discussion
Monitor for students who:
Add by place value (
\(27 + 15\)
,
\(20 + 10 = 30\)
,
\(7 + 5 = 12\)
,
\(30 + 12 = 42\)
)
Decompose 1 number to make a 10, then add the rest (
\(27 + 15\)
,
\(27 + 3 = 30\)
,
\(30 + 12 = 42\)
)
Student Facing
Find the value of each sum. Show your thinking using drawings, numbers, or words.
\(37 + 8\)
\(24 + 23\)
\(16 + 30\)
\(39 + 11\)
\(27 + 15\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
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Activity Synthesis
Display
\(27 + 15\)
.
Select previously identified students to share.


aligns: no