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.
|                                                          | **           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 problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_001392_neg_0

8
standard_description: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
problem_activity: Narrative
The purpose of this activity is for students to draw arrays from a given arrangements of dots. Students draw an array from dots in equal groups to reinforce the definition of an array and then draw as many arrays as they can from 16 randomly placed dots. Having cubes or counters for students to physically rearrange would be helpful in this activity.
MLR8 Discussion Supports.
To support partner discussion, display the following sentence frames: “This array matches the diagram because . . .”, and “This array shows multiplication because . . . .”
Advances: Conversing, Representing
Required Materials
Materials to Gather
Connecting cubes or counters
Launch
Groups of 2
Give students access to connecting cubes or counters.
Activity
“Work independently to draw a way that the first group of dots in problem 1 could be arranged into an array.”
2 minutes: independent work time
“Discuss how you arranged your dots and how the array is related to multiplication with your partner.”
1 minute: partner discussion
“How did you rearrange the dots to make an array?” (Since there were 3 in each group, I put 3 dots in each row. I saw 2 groups of 6, so I made 2 rows of 6.)
Consider asking:
“Did anyone create a different array?”
“Now you are going to make as many arrays as you can from 16 dots.”
2–3 minutes: independent work time
“Share how you rearranged the dots into arrays with your partner. See if together you can come up with any other arrays.”
3–5 minutes: partner work time
Student Facing
Draw 1 way the dots could be rearranged into an array.
[IMG]
Explain or show how the array is related to multiplication.
Draw ways that the dots could be arranged into arrays. Draw as many ways as you can.
[IMG]
Explain or show how each array is related to multiplication.
Student Response
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Activity Synthesis
“What kinds of equal groups did you make from 16 dots? How can you see the equal groups in the arrays you made?” (I can make 2 groups of 8. I drew it as 2 rows of 8 dots.)


aligns: yes