few_shots: 
Example:
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.

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_000972_pos_0

6
standard_description: Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
problem_activity: Warm-up
This warm-up parallels the one in the previous lesson. The purpose of this Algebra Talk is to elicit strategies and understandings students have for solving equations. These understandings help students develop fluency and will be helpful later in this unit when students will need to be able to come up with ways to solve equations of this form. While four equations are given, it may not be possible to share every strategy. Consider gathering only two or three different strategies per problem, saving most of the time for the final question.
Students should understand the meaning of
solution to an equation
from grade 6 work as well as from work earlier in this unit, but this is a good opportunity to re-emphasize the idea.
In this string of equations, each equation has the same solution. Digging into why this is the case requires noticing and using the structure of the equations (MP7). Noticing and using the structure of an equation is an important part of fluency in solving equations.
Launch
Display one equation at a time. Give students 30 seconds of quiet think time for each equation and ask them to give a signal when they have an answer and a strategy. Keep all equations displayed throughout the talk. Follow with a whole-class discussion.
Representation: Internalize Comprehension.
To support working memory, provide students with sticky notes or mini whiteboards.
Supports accessibility for: Memory; Organization
Student Facing
Solve each equation mentally.
\(x -1 = 5 \)
\(2(x-1) = 10 \)
\(3(x-1) = 15 \)
\(500 = 100(x-1)\)
Student Response
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Activity Synthesis
This discussion may go quickly, because students are likely to recognize similarities between this equation string and the one in the previous day’s warm-up.
Ask students to share their strategies for each problem. Record and display their responses for all to see. To involve more students in the conversation, consider asking:
“Who can restate ___’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone solve the equation in a different way?”
“Does anyone want to add on to _____’s strategy?”
“Do you agree or disagree? Why?”
Speaking: MLR8 Discussion Supports.
: Display sentence frames to support students when they explain their strategy. For example, "First, I _____ because . . ." or "I noticed _____ so I . . . ." Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Design Principle(s): Optimize output (for explanation)


aligns: no