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: Explain a proof of the Pythagorean Theorem and its converse.
problem_activity: Activity
Students may be familiar with this proof from middle school. Revisiting this proof helps students connect a familiar diagram and proof to the similarity proof. It also gives students an opportunity to compare and contrast different types of proof and think about why mathematicians might bother to re-prove something that has already been proved.
Launch
Use the Notice and Wonder routine to help students make sense of the context and images they will be using. Ask students what they notice and wonder about the images. If not mentioned by students, ask where
\(c\)
shows up in these images.
Writing, Listening, Conversing: MLR1 Stronger and Clearer Each Time.
Use this routine to help students improve their written responses for how Pythagoras used the diagrams to prove
\(a^2+b^2=c^2\)
. Give students time to meet with 2–3 partners to share and receive feedback on their responses. Display feedback prompts that will help students strengthen their ideas and clarify their language. For example, “How do you know that the two large squares are the same size?”, and “How do you know that the area of the blue square is
\(c^2\)
?” Invite students to go back and revise or refine their written responses based on the feedback from peers. This will help students justify the proof of the Pythagorean Theorem.
Design Principle(s): Optimize output (for justification); Cultivate conversation
Representation: Develop Language and Symbols.
Use virtual or concrete manipulatives to connect symbols to concrete objects or values. Provide access to the different pieces of the figures so students can rearrange and compare them.
Supports accessibility for: Visual-spatial processing; Conceptual processing
Student Facing
[IMG]
When Pythagoras proved his theorem he used the 2 images shown here. Can you figure out how he used these diagrams to prove
\(a^2+b^2=c^2\)
in a right triangle with hypotenuse length
\(c\)
?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
James Garfield, the 20th president, proved the Pythagorean Theorem in a different way.
Cut out 2 congruent right triangles
Label the long sides
\(b\)
, the short sides
\(a\)
and the hypotenuses
\(c\)
.
Align the triangles on a piece of paper, with one long side and one short side in a line. Draw the line connecting the other acute angles.
How does this diagram prove the Pythagorean Theorem?
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Encourage students to look for
\(a^2\)
. Students have scissors and tracing paper in their geometry toolkits, they may want to trace, cut out, and reassemble the pieces.
Activity Synthesis
Invite students to talk about the differences between this proof and the one in the previous activity, including which one made more sense to them, which one they preferred writing, or which one felt most convincing. Ask students why they think mathematicians might continue to try to come up with different ways to prove a theorem as old as the Pythagorean Theorem.


aligns: no