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 and division and of fractions to multiply and divide rational numbers.

Answer: 
Yes. This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).

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_pos_0

7

fl_problem_001392_neg_0

8
standard_description: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^(1/3) to be the cube root of 5 because we want (5^(1/3))^(3) = 5(^(1/3))^(3) to hold, so (5^(1/3))^(3) must equal 5.
problem_activity: Activity
This task combines concepts of decomposition, cylinder and cone volume formulas, and solids of rotation.
If students choose to use 3D graphing technology, reviewing the Axis of Rotation lesson may be helpful. Making this technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Student Facing
Suppose this two-dimensional figure is rotated 360 degrees using the vertical axis shown. Each small square on the grid represents 1 square inch.
[IMG]
Draw the solid that would be traced out. Label the dimensions of the solid.
Find the volume of the solid. Round your answer to the nearest tenth if needed.
Student Response
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for free access to Student Response.
Anticipated Misconceptions
Students may struggle to visualize and draw the solid of rotation. Suggest that they divide the two-dimensional figure into two pieces horizontally and think about what each would look like rotated using the vertical axis. If necessary, they can draw the two resulting solids (cone and cylinder) separately.
Activity Synthesis
Ask students to compare and contrast the cylinder and the cone. They each have the same radius measurement, but their heights are different.
Invite students to summarize the kinds of solids that can be traced out through rotating a two-dimensional figure: spheres, cones, and cylinders can be created through spinning half-circles, triangles, and rectangles, but pryamids and prisms can’t be created through rotation. In general, a solid created through rotation will have circular cross sections.
Speaking: MLR8 Discussion Supports.
As students share the solids that can be formed by rotating a two-dimensional figure, press for details by asking students to elaborate or give an example. Also, ask students how they know that prisms and pyramids cannot be created through rotation. This will help students justify their reasoning for the solids that can and cannot be formed by rotating a two-dimensional figure.
Design Principle(s): Support sense-making; Optimize output (for justification)
Representation: Internalize Comprehension.
Provide examples of actual three-dimensional models of cylinders, cones, spheres, and prisms for students to view or manipulate. Ask students which solids can be formed by rotating the two-dimensional figure around the vertical axis.
Supports accessibility for: Visual-spatial processing; Conceptual processing


aligns: no