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: Prove the Laws of Sines and Cosines and use them to solve problems.
problem_activity: Activity
In this activity, students practice reasoning about the amount in one group in division situations. They continue to write equations and draw diagrams to support their reasoning. In two problems (odd-numbered), the given number of groups is greater than 1. In the other two problems (even-numbered), a fraction of a group is given. Though this does not affect the structure of the equations students write, students need to take care to reflect this information correctly in their diagrams.
Students choose two problems to solve and work in groups of 2. Time permitting, students create a visual display of their work and conclude the activity with a gallery walk.
Launch
Arrange students in groups of 2. Ask each group to choose two problems: an even-numbered problem and an odd-numbered problem. Give students 7–8 minutes of quiet time to work on their two chosen problems, and a few minutes to share their work with their partner.
Provide access to geometry toolkits and tools for creating a visual display. If time permits, ask each group to create a visual display of their solution and reasoning for one problem. Emphasize that they should organize their reasoning so it can be followed by others.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Provide students with access to blank tape diagrams to support information processing.
Supports accessibility for: Visual-spatial processing; Organization
Student Facing
Write a multiplication equation and a division equation and draw a diagram to represent each situation. Then, find the answer and explain your reasoning.
Jada bought
\(3\frac12\)
yards of fabric for
$
21. How much did each yard cost?
\(\frac 49\)
kilogram of baking soda costs
$
2. How much does 1 kilogram of baking soda cost?
Diego can fill
\(1\frac15\)
bottles with 3 liters of water. How many liters of water fill 1 bottle?
\(\frac54\)
gallons of water fill
\(\frac56\)
of a bucket. How many gallons of water fill the entire bucket?
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?
The largest sandwich ever made weighed 5,440 pounds. If everyone on Earth shares the sandwich equally, how much would you get? What fraction of a regular sandwich does this represent?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Arrange for groups that are assigned the same problem to present their visual displays near one another. Give students a few minutes to visit the displays and to see how others reasoned about the same two problems they chose. Before students begin a gallery walk, ask them to be prepared to share a couple of observations about how their strategies and diagrams are the same as or different from others’.
After the gallery walk, invite a couple of students to share their observations. Tell them that, in upcoming lessons, they will investigate other ways to reason efficiently about division problems.
Speaking, Representing: MLR8 Discussion Supports.
Give students additional time to make sure that everyone in their group can explain the equations and diagrams they created. Prompt groups to rehearse what they will say when they share with another group. Rehearsing provides students with additional opportunities to speak and clarify their thinking. This will also help students improve the quality of their explanations during the whole-class discussion.
Design Principle(s): Optimize output (for explanation)


aligns: no