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: 
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.

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: 
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_000972_pos_0

6

fl_problem_001097_neg_0

7

fl_problem_001392_pos_0

8
standard_description: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
problem_activity: Activity
This activity revisits a polynomial students first encountered in an earlier lesson in this unit, relating the polynomials to the integers. The purpose of this activity is to make clear that technology allows us to identify solutions to equations that can be tedious to do by hand. The last question reinforces this point by asking students to write their own polynomial and find the
\(x\)
value that corresponds to a certain output, since they will need to estimate the solution from a graph.
The question about possible factors is meant to preview the work of the next several lessons in which students will identify factors of polynomial expressions written in standard form and eventually show that for a polynomial
\(p(x)\)
, if
\(p(a)=0\)
, then
\((x-a)\)
is a factor of
\(p(x)\)
.
Launch
Display functions
\(p\)
and
\(q\)
for all to see. Ask, “Without using a graphing calculator, what is the most points of intersection the two functions could have? The least?” Encourage students to make sketches to justify that 3 is the most and 1 is the least.
Provide access to devices that can run Desmos or other graphing technology.
Speaking, Reading: MLR5 Co-Craft Questions.
Use this routine to spark students’ curiosity about a polynomial written in standard form. Display only the first sentence of this problem (“Consider the functions . . . .”) and ask students to write down possible mathematical questions that could be asked about the situation. Invite students to compare their questions before revealing the activity’s questions. Listen for and amplify any questions involving visualizing the graph, points of intersection, or possible factors. This will help students create the language of mathematical questions before feeling pressure to produce solutions.
Design Principle(s): Maximize meta-awareness; Support sense-making
Engagement: Develop Effort and Persistence.
Connect a new concept to one with which students have experienced success. For example, to help students see how questions 1 and 2 are related, ask them to find the solutions for an equation such as
\(x^2-4=12\)
. Then, invite them to briefly reflect on the steps used. Next, ask them what they would do differently if they were told to find the
\(x\)
-values where two functions
\(f(x)= x^2-4\)
and
\(g(x)=12\)
intersect. Ask students to notice what elements were similar in each process.
Supports accessibility for: Social-emotional skills; Conceptual processing
Student Facing
Consider the functions
\(p(x) = 5x^3+6x^2+4x\)
and
\(q(x) = 5640\)
.
Use graphing technology to find a value of
\(x\)
that makes
\(p(x)=q(x)\)
true.
For the
\(x\)
-value at the point of intersection, what can you say about the value of
\(5x^3+6x^2+4x-5640\)
?
What does your answer suggest is a possible factor of
\(5x^3+6x^2+4x-5640\)
?
Write your own polynomial
\(m(x)\)
of degree 3 or higher.
Use graphing technology to estimate the values of
\(x\)
that make
\(m(x)= q(x)\)
true.
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
If students have trouble using the value of
\(5x^3+6x^2+4x-5640\)
at the
\(x\)
-value where the functions intersect to find a possible factor of
\(5x^3+6x^2+4x-5640\)
, encourage them to think about the relationship between factors of an expression and
\(x\)
-values for which the value of the expression is 0.
Activity Synthesis
The goal of this discussion is for students to see how to use technology to answer an algebraic question involving a higher degree polynomial. Invite students to share the polynomial
\(m(x)\)
that they wrote. If possible, display several versions of
\(m(x)\)
for all to see, and use the graph to estimate the
\(x\)
-values where
\(m(x)=q(x)\)
. If this is not possible, ask students to share the solutions they estimated. Students should understand that not all polynomials can be factored by hand, and that technology is a valuable tool for helping us interpret such polynomials.
Then ask students to suggest possible factors of
\(5x^3+6x^2+4x-5640\)
. After a few suggestions, ask students how they could prove something is a factor. It is important that students understand that for now, the only way to prove something like
\((x-10)\)
is a factor of
\(5x^3+6x^2+4x-5640\)
is to find the quadratic function that satisfies
\(5x^3+6x^2+4x-5640=(x-10)(ax^2+bx+c)\)
, where
\(a\)
,
\(b\)
, and
\(c\)
are real numbers. Tell students that the next lessons are about how to do this.


aligns: yes