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 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: 
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_000972_neg_0

6

fl_problem_001097_neg_0

7

fl_problem_001392_neg_0

8
standard_description: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^(3) and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. [Excludes multiplicative comparison problems (problems involving notions of “times as much”)]
problem_activity: Activity
In this activity, students use what they know about finding the area of a square from a given side length to think about the converse problem: how do you find the side length of a square with a given area? Students solve this problem in general in the next lesson, but this lesson sets them up for that work.
First, they work with squares whose side lengths lie along grid lines, so both the side lengths and areas can be found simply by counting length or area units.
They also see a “tilted” square whose area can be determined by counting square units or by decomposing and rearranging the square or a related figure. In this case, the side lengths are not apparent, so students have to reason that since the area is the same as one of the earlier squares, the side lengths must also be the same. They should check that this appears to be true by tracing one of the squares on tracing paper and seeing that it does, in fact, line up with the other.
The last question asks them to use the insights from the previous questions, tracing paper, or a ruler to estimate the side lengths of some other tilted squares (MP5). In the next lesson, they will see other techniques for estimating those side lengths as well.
Monitor for students who use these strategies for the fourth question:
reason that the side lengths are between 5 and 6 because the areas are between 25 and 36 (MP3)
measure with tracing paper or a ruler
Launch
Provide access to tracing paper. Students in groups of 2. 3 minutes of quiet work time followed by a partner discussion on the first three problems. Pause students and make sure everyone agrees on the answers for the first three questions. Students continue with the fourth question, then a whole-class discussion.
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…”, “By comparing triangles I…”, or “Another strategy could be _____ because….”
Supports accessibility for: Language; Social-emotional skills
Conversing, Writing: MLR5 Co-Craft Questions.
Before revealing the questions in this activity, display the diagram of the three squares and invite students to write possible mathematical questions about the diagram. Ask students to compare the questions they generated with a partner before sharing questions with the whole class. Listen for and amplify questions about the side lengths and area of each square. If no student asks about the side lengths or area of each square, ask students to adapt a question to align with the learning goals of this lesson. Then reveal and ask students to work on the actual questions of the task. This routine will help develop students’ meta-awareness of language as they generate questions about the side lengths and areas of squares in the coordinate plane.
Design Principle(s): Maximize meta-awareness
Student Facing
[IMG]
What is the side length of square A? What is its area?
What is the side length of square C? What is its area?
What is the area of square B? What is its side length? (Use tracing paper to check your answer to this.)
Find the areas of squares D, E, and F. Which of these squares must have a side length that is greater than 5 but less than 6? Explain how you know.
[IMG]
Student Response
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Activity Synthesis
A key take-away from this activity is that if the area of a square is in between the areas of two other squares, then the side lengths are also in between, which in the case of the squares in this task can be reinforced by estimating with tracing paper.
Select previously identified students to share their solutions. Sequence with a reasoning strategy followed by a measuring strategy using a ruler or tracing paper. Use the measuring strategy to verify the reasoning strategy.


aligns: no