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: 
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_neg_0

6

fl_problem_001097_neg_0

7

fl_problem_001392_pos_0

8
standard_description: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).)
problem_activity: Narrative
In this activity, students identify the nearest multiples of 10 and 100 for given three-digit numbers. They may do so by using the number lines from earlier, but they may also start to notice a pattern in the relationship between the numbers and the nearest multiples and decide not to use number lines. The work here prepares students to reason numerically in the next lesson.
When students notice and describe patterns in the relationship between the numbers and the nearest multiples of 10 or 100, they look for and express regularity in repeated reasoning (MP8).
MLR2 Collect and Display:
Circulate, listen for, and collect the language students use as they make sense of “close to” and “about.” On a visible display, record words and phrases such as: “almost 100, but not exactly,” “only 1 away from 100,” “less than 5 away.” Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Reading
Launch
Groups of 2
“Let's find more multiples of 10 and 100 that are close to some numbers.”
“Notice that no number lines are given. See if you can still find the nearest multiples of 10 and 100 without them. If you need to, you can still use a number line.”
Activity
“Work with your partner to complete these problems.”
5–7 minutes: partner work time
Monitor for students who use the following strategies to highlight:
Reason about the midpoint between a multiple of 10 or a multiple of 100 (5 or 50) to determine which multiple is closer, such as, “568 is closer to 570 because 565 would be the middle point between 560 and 570.”
Use place value patterns to determine which multiple is closer, such as, “Since the 1 in 712 is less than 5, it tells me that the number is closest to 700.”
Pause for a brief discussion before students complete the last problem.
Select previously identified students share the strategies they used to find the nearest multiple of 100 and the nearest multiple of 10.
“Now take a few minutes to complete the last problem.”
2–3 minutes: independent work time
Student Facing
Is 349 closer to 300 or 400?
Is 349 closer to 340 or 350?
Is 712 closer to 700 or 800?
Is 712 closer to 710 or 720?
Is 568 closer to 500 or 600?
Is 568 closer to 560 or 570?
Without locating a given number on a number line, how did you decide:
the nearest multiple of 100?
the nearest multiple of 10?
Name the nearest multiple of 100 and the nearest multiple of 10 for:
324
89
Student Response
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Advancing Student Thinking
If students don’t identify the closest multiple of 10 or 100, consider asking:
“What have you tried to find the closest multiple of 10 (or 100)?”
“How could you use a number line to find the closest multiple of 10 (or 100)?”
Activity Synthesis
Invite students to share their responses and reasoning for the last problem.


aligns: no